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BLI-221

Library, Information and


Society
Indira Gandhi
National Open University
School of Social Sciences

Block

1
LIBRARY AND INFORMATION IN SOCIAL
PERSPECTIVE
UNIT 1
Libraries, Information and Knowledge-based Society 5
UNIT 2
Types of Libraries 32
UNIT 3
Information Institutions 69
UNIT 4
Laws of Library Science 95
Programme Design Committee
Prof. Uma Kanjilal (Chairperson) Prof. S.B. Ghosh, Retired Professor
Faculty of LIS, SOSS, IGNOU Faculty of LIS, SOSS, IGNOU, New Delhi
Prof. B.K.Sen, Retired Scientist Prof. T. Viswanathan, Retired Director
NISCAIR, New Delhi NISCAIR, New Delhi
Prof. K.S. Raghavan, DRTC Dr. Zuchamo Yanthan
Indian Statistical Institute, Bangalore Faculty of LIS, SOSS, IGNOU, New Delhi
Prof. Krishan Kumar, Retired Professor Conveners:
Dept. of LIS, University of Delhi, Delhi
Dr. Jaideep Sharma
Prof. M.M. Kashyap, Retired Professor Faculty of LIS, SOSS, IGNOU, New Delhi
Dept. of LIS, University of Delhi, Delhi
Prof. Neena Talwar Kanungo
Prof. R.Satyanarayana Faculty of LIS, SOSS, IGNOU, New Delhi
Retired Professor, Faculty of LIS
SOSS, IGNOU, New Delhi
Dr. R. Sevukan (Former Faculty
Member) of LIS, SOSS
IGNOU, New Delhi

Programme Coordinators Course Coordinator


Prof. Jaideep Sharma and Prof. Neena Talwar Kanungo Prof. Jaideep Sharma

Course Preparation Team


Unit No(s) Unit Writer(s) Course Editor
1–4 Professor R. Satyanarayana Prof. Jaideep Sharma
Internal Faculty
Prof. Jaideep Sharma
Prof. Neena Talwar Kanungo
Print Production Secretarial Assistance Cover Design
Mr. Manjit Singh Ms. Sunita Soni Ms. Ruchi Sethi
Section Officer (Pub.) Mr. Manoj Kumar Sharma Web Designer
SOSS, IGNOU, New Delhi SOSS, IGNOU E Gyankosh, IGNOU

June, 2013 (Second Revised Edition)


 Indira Gandhi National Open University, 2013
ISBN-978-81-266-6511-2
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BLOCK 1 LIBRARY AND INFORMATION
IN SOCIAL PERSPECTIVE
Introduction
Information plays a significant role in the development of mankind. It is needed
for different purposes, viz. education, entertainment, decision making, etc. Library
is one of the agencies that exists to serve the information needs of the society.
Data centres, information analysis centres and referral centres and clearing houses
are other agencies involved in providing information. This Block is devoted to a
discussion of social perspectives of library and information.

Unit 1 sets the perspective by giving an overview of the information society. It


explains the different perceptions of information society. There is a discussion
on the factors of the arrival of information society and its evolution into the
knowledge based society.

Unit 2 is devoted to different types of libraries. It discusses the definition,


functions and services provided by these libraries. The Internet has an important
role to play in fulfiling the information needs of people. It is advantageous to
find information from digital and virtual libraries. These have been discussed in
the Block. In view of the increasing electronic collections, libraries are
transforming into hybrid libraries that has been explained in detail in the Unit.

The growing importance of information and its presence in electronic form has
resulted in the conceptualisation of a number of other information institutions.
Their evolution, character, structure and functions have been discussed in
Unit 3. De-institutionalisation of information and its disintermediation have also
been dealt with in the Unit.

S.R. Ranganathan has immense contributions in library and information science.


Five Laws of Library Science given by him, is one of the fundamental contributions
that is valid even today and in the times to come. These laws have been explained
in Unit 4 with their implications on different aspects of processes and services
in a library. Their interpretation in the changing information scenario has been
discussed in detail in the Unit.
Library and Information in
Social Perspective

4
Libraries, Information and
UNIT 1 LIBRARIES, INFORMATION AND Knowledge-based Society

KNOWLEDGE-BASED SOCIETY
Structure
1.0 Objectives
1.1 Introduction
1.2 Modern Society: Some Characteristics
1.2.1 Role of Libraries in Society
1.2.2 Information and its Impact on Society
1.3 Information Society
1.3.1 Information Society: Evolution of the Concept
1.3.2 Definition and Meaning of Information Society
1.3.3 Factors Determining the Arrival of Information Society
1.3.4 Different Perceptions of Information Society
1.4 Knowledge Society
1.4.1 Definition of Knowledge Society
1.4.2 Characteristics of Knowledge Society
1.4.3 Establishment of Knowledge-based Society
1.4.4 Knowledge-based Economy (KBE)
1.5 Summary
1.6 Answers to Self Check Exercises
1.7 Keywords
1.8 References and Further Reading

1.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain the characteristics of modern society;
• list the type of institutions founded by it to meet its activities;
• comprehend the need for and role of libraries to meet the different
requirements of persons in society;
• discuss the expanding dimensions of libraries and new information
institutions in a changing society;
• explain the concept of information society and its impact on information
profession;
• discuss the meaning of Knowledge Society, its impact on economy; and
• explain the concept of National Knowledge Commission (NKC) and its
recommendations.

1.1 INTRODUCTION
Modern society is a society of institutions. Peter Drucker observes that “every
major task, whether economic performance, or health care, education, or
protection of environment, the pursuit of new knowledge or defence, is today 5
Library and Information in being entrusted to big organisations, designed for perpetuity and managed by
Social Perspective
their managements. On the performance of these institutions, the performance
of modern society – if not the survival of each individual – increasingly depends”.
He further affirms that every institution comprises human beings – men and
women, whose performance brings success or failure to the institution and thereby
to the society.

Libraries rank among society’s most important and useful cultural institutions.
They play a vital role in the world’s systems of communication and education.
The numerous resources and services that libraries provide help people to carry
out their work, studies and leisure-time activities. Libraries provide access to
knowledge and information that has been accumulated throughout history. People
of all walks of life – including students, teachers, scientists, business executives
and government officials – use library resources for their work. Since knowledge
and information are so vital for all round human development, libraries and
other institutions that handle knowledge and information are invaluable to the
society.

In this Unit, an attempt is made to introduce to you the important role that libraries
play in the educational process of formal and non-formal learning, in research
and development, etc. It may be noted that with spectacular advances in
Information Communication Technology (ICT) and increasing groups of users
and their information requirements in different situations, modern society is
heading towards an information society in which the central instrument of change,
force and direction of change, are knowledge and information. Proper
understanding and assimilation of these ideas is essential for you to fully grasp
the role of libraries in the emerging information and knowledge society.

1.2 MODERN SOCIETY: SOME CHARACTERISTICS


We are living in a new era in which a highly integrated and self conscious society
is evolving. We give it the name of modern society. The consumer today is different
from the consumer of yester years. We have seen how changing life styles have
brought about a change in demands for goods and services, changing the consumer
market. In the present day, with better education opportunities, both literacy and
Information Technology (IT) literacy rates are improving. More and more homes
have radios, telephones, television sets, and computers (signifying modernity).
Even schools have introduced computers in teaching and learning. In fact, the
consumer today is better informed and more aware of environment and global
issues. In the modern society, the general trend is for organisations and nations
to globalise and work in a burden less open manner. Geographic, time and culture
barriers are no longer issues of concern. People are in a position to communicate
with each other across boundaries. They are able to tap talent, expertise and
content from a vast reservoir of resources. In education, variation from previous
norm is becoming as something to be consciously planned. In addition to all
these developments taking place in consumerisation of goods and services, and
changes taking place in social and cultural arena, the modern society has varied
needs not the least of which is education. Education helps to mould well-informed,
knowledgeable and responsible citizens who will be able to contribute to the
progress and advancement of the nation. There is the goal of the economic well
being of the society. Certainly, activities towards this end must be sustained by
technological developments brought about by research and the enormous amounts
6
of information it makes available to us. In other words, efforts are afoot to evolve Libraries, Information and
Knowledge-based Society
into a society, which is modern and which enables us to lead a cultured, prosperous
and full life laying emphasis on certain values. It is the collective responsibility
of the members of the society to make suitable arrangements for achieving this
ideal.

Society during the course of its existence founded different institutions.


Educational institutions like schools, colleges and universities, research
institutions, cultural organisations, institutions for arts and recreation, business
and industrial establishments are but a few examples. In fact, of all the institutions
founded by the society library and its modern cognates are potent in meeting a
variety of needs of different users of modern society.

1.2.1 Role of Libraries in Society


“When thinking of libraries people have many different images in front of them.
By stepping back from individual cases and examining the context in which
library services are provided and the trends which are likely to affect them in
future, it is possible to arrive at some conclusions about how libraries’ roles are
likely to develop and to start to answer the central question “do libraries have a
central role to play or are they in fact simply anachronisms?” [Brophy, 2007].
Brophy identifies four models in this context. These are:
• libraries as collection;
• the library as an organisation of resource sharing;
• the library as a provider of access; and
• the embedded or immersive library.

If we closely examine the dominant view through most of history has been that
libraries were places where written, including printed materials were held together
both for security and to create a collection organised for use. The collection was
paramount and steps had to be taken to secure its development and
representativeness. Also, besides collection, resource organisation became
increasingly important. Along side the concepts of collection, the organisation
of access to knowledge and the needs of the user as an individual, strengthened
the view that the library was a social institution which played a role in the
organisation of society. This is considered a progressive view, seeing the public
library as a means to spread literacy and love for learning.

The current model of a library is relatively straight forward. The library is the
interface between the users and the vast amounts of published and unpublished
information available. Most libraries place great emphasis on their role in
facilitating and supporting learning. The issue for libraries is to provide a range
of services which support lifelong learners who choose to learn in any one of the
many modes, and probably in a personal mix of all modes. Therefore, there is a
considerable challenge for librarians, across most sectors, to develop their direct
involvement in the delivery of learning. As a matter of fact, understanding of
pedagogical principles will help librarians to be more effective in designing and
delivering services and in demonstrating the relevance and importance of library.
One thing must be emphasised, libraries are fundamentally service organisations.
What they do is intended to benefit people of all ages and backgrounds. They are
7
Library and Information in quite clearly in the business of helping their users to develop knowledge and
Social Perspective
understanding. Both, services and knowledge, are firmly at the centre of
community development, whether globally or locally. The offering of knowledge
- based service and the continuous enhancement of its quality have provided
business with an avenue for differentiation from their competitors. But, libraries
do not conduct business. They are unique and need to progress in the 21st century
empowering themselves to meet the changing needs of the society. The paradigm
shifts taking place in libraries to effectively meet the changing needs of the society
are indicated in the table1.1.

Table 1.1: The Paradigm Shifts taking place in Libraries

From To
Custodian of books Service oriented information
provider
One medium Multiple media
Own collection Library without walls
In good time Just-in-time
In sourcing Out sourcing
Local reach Global reach
We go to the library The library comes to you

Source: Sabarathnam, D. S. Transforming Libraries to Support Chance and Growth. Dempsey,


L. et al. Networking and the Future of Libraries. London: Library Association, 1995.

There has been a debate in the literature questioning the future of libraries. Some
experts express the view that the existence of libraries is under threat. They
opine that faced with the challenges of the twenty-first century, the library users
will demand just-in-time information to help them answer specific questions,
address specific problems and strategise. Providing information in good time
will no longer be an acceptable norm. The user will want the information made
available at the push of a button and in the right form and right format. In order
to stay relevant, libraries and librarians must realise this and cater to the new
society and demands of knowledge-based economy. Librarians must
re-engineer the library to serve changing needs and to offer more personalised
and customised services. The answer to the question “what is our business?”
will help to chart the new course and ensure that libraries stay relevant and play
central role in the socio-economic development of the country.

1.2.2 Information and its Impact on Society


There has been an informatisation of contemporary society. The whole information
environment or info sphere is understood to be of growing importance. Even at
the untutored level of experience, there is wide spread awareness that information
in some ways is effecting a transformation of the social world. All the three
realms of society – polity, the economy and the culture are subject to major
principles of innovation.

8
Information and knowledge are deemed to be social wealth. The benefits of this Libraries, Information and
Knowledge-based Society
social wealth should be available to all the members of the society. This social
wealth is available in a variety of physical forms (e.g. books, periodicals,
microfilms, computerised databases, etc.). Ordinary citizens require a variety of
information in their daily discharge of duties. Use of information certainly affects
their mental growth and brings changes in their outlook as well as lifestyles.

The impact of information and knowledge may be noticed in a number of human


activities. Some of these are: education, research and development (R&D),
government activities and mass communications, etc. Society itself has undergone
significant changes at different periods of human history and information use
has been cited as one of the most important agents of this change. Three stages
are generally identified in course of societal evolution. They are: the agrarian
society, the industrial society and post-industrial society. In all these societal
transformations, use of information played a vital role. The emergence of post-
industrial society in the 20th century is based on the developments in technologies,
and the revolution and processing of information and its subsequent use.

1.3 INFORMATION SOCIETY


It has been often stated that we live in an era of change. But, how can one
characterise the deep transformations that come with the accelerated insertion of
artificial intelligence and new Information Communication Technologies (ICTs)
in our present society? Is it a question of a new stage in the industrial society or
are we entering into a new era? Global village, technotronic era, post-industrial
society, information society, or information age, and knowledge society are just
a few of the terms that have been coined in an attempt to identify and understand
the extent of these changes. But, while the debate proceeds in the theoretical
sphere, reality races ahead and communication media select the terms that we
have to use. It is the case with the term Information Society. In the present decade,
the expression Information Society has without doubt been confirmed as the
hegemonic term, not because it necessarily expresses theoretical clarity but rather
due to its baptism by official policies of the more developed countries and the
fact that it merited a World Summit dedicated in its honour (2003 in Geneva and
2005 in Tunis). However, let us try to understand the concept and its development.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
1) Explain the role of libraries and information in meeting the requirements of
modern society.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
9
Library and Information in 1.3.1 Information Society: Evolution of the Concept
Social Perspective
The concept of Information Society emerged during the 1970s and throughout
the 1980s and rapidly gained popularity and currency, its proponents ranging
from scholars and academic authors to popular writers. Prominent among the
first group of writers were Masuda, who in the Japanese context, perceived an
eventual transition of the society to the point at which the production of
information values became the driving force for the development of the society.
The second writer belonging to this group was Tom Stonier, who perceived the
dawning of a new age for Western Society. He draws explicit parallels and
contrasts between industrial and information societies. Although not very
comfortable with the term information society, Daniel Bell did much to sustain
it through his work on post-industrial society. Daniel Bell, the classical exponent
of post-industrialism, also theorised the Information Society (Bell, 1979).
In The Coming of Post-industrial Society (1972) Bell argued that the increased
part played by science in the productive process, the rise to prominence of
professional, scientific and technical groups and the introduction of computer
technology, are all the evidence of a new axial principle at the core of the socio
economic system, namely, the centrality of theoretical knowledge. The emerging
social framework of Information Society builds upon this base. Information
increasingly becomes a source of added value and thus of wealth. A growing
portion of workers is employed in the information sphere. The important factor,
enabling discourse to shift from post - industrialism to Information Society is
the massive growth in the economic significance of IT.
Although, in its current form it is something of a novelty, it would be a mistake
to think that the idea of Information Society is entirely of recent origin. Alongside
the analytical strands of thought about social change, we also find another theme,
technological utopianism. In fact, the writings of Masuda, Stonier and Naisbitt
depict a new kind of society which on one hand, to empirical analysis but, on the
other, is full of good society imagery. Technological utopianism is especially
powerful in the USA. It was felt that the USA would realise through marriage of
nature and mechanics, an unprecedented solution to the problem of
industrialisation, allowing us to transcend the typical evils of industrial society.
The ideals of decentralised democracy, community participation, an end to
hierarchy and class, and of plenty for all, which inspired an earlier generation of
technological utopianism, reappear in the literature of Information Society.
Alvin Toffler and John Naisbitt have done much to popularise the concept of
information society. Naisbitt contended that the United States made the transition
from an industrial to an information society as early as 1960s and 1970s, and
that in this process the computer played a significant role. On the other hand,
Toffler talked of an information bomb exploding in our midst and a power shift
in society, which will make it depend on knowledge.
The newness and attraction of these ideas and the vigour, with which they were
expressed, fired the public imagination and helped to sustain the interest in the
concept of the information society and its literature.

1.3.2 Definition and Meaning of Information Society


Information society is a much used expression. The term has been characterised
by various dimensions. Several authors have tried to define and interpret this
10
term according to their own perceptions. What strikes one in reading the Libraries, Information and
Knowledge-based Society
voluminous literature on the information society is that “so many writers operate
with underdeveloped definitions on their subject. They write copiously about
particular features of the information society, but are vague about their operational
criteria. Eager to make sense of change in information, they rush to interpret
these in terms of different forms of economic production, new form of social
interaction, innovative process of production, or whatever. As they do so, they
very often fail to set out clearly in what ways and why information is becoming
more central today, so critical indeed that it is ushering a new type of
society”(Webster, F). One wonders just what is about information that makes so
many scholars to think that it is at the core of modern age. Let us try to examine
some of the significant definitions provided for the term information society in
literature and analyse their main attributes.

According to Branscomb (1986) “it is a society where the majority of people are
engaged in creating, gathering, storage, processing or distribution of information”.

Manfred Kochen (1987) writes that the simple notion of a society in which
information rather than material flows constitute most of its “communication
and control” exchanges is extended to stress that:
i) Most members generate knowledge by knowledge-based procedures that
are knowledge-intensive;
ii) Information consistently reflects basic social variants;
iii) Reason and human values rather than strength and expediency manage
conflicts between pressures to conserve invariants and pressure to adoptive
change.
Having stated all this, Manfred Kochen adds that “an information society is a
stage in the evolution of community brains, towards a world brain! This is
probably most likely to be the essence of the great transition that futurists seem
to agree on. When enough people begin to believe it as likely to happen, if it is a
stage in natural cultural evolution, then this belief may contribute to its self
fulfilment. It will take some decades before this idea is sufficiently widespread
and until the first information society appears”. Ronfeldt (1992) is of the opinion
that “information society is one which sees the steady blurring of the boundaries,
which presently separate computer hardware, communication systems and
satellites, global networks and more”. While none of the above quoted definitions
is wrong, they serve to emphasise the fluidity of present situation, one which
suggests that what is likely to emerge – and certainly in short term – is a series of
parallel information societies, between which users switch according to their
need. The convergences these separate structures may, or may not, come according
to the type of information society which finally emerges.
Another expert Martin, James (1978) maintains that “the term (information
society) has come to represent societies at an advanced post-industrial stage,
characterised by high degree of computerisation, large volume of electronic data
transmission and an economic profile heavily influenced by the market and
employment possibilities of information technology”.
The Information Society concept has close affinities with the theory of post-
industrial society of Daniel Bell. In The Coming of Post-Industrial Society (1973)
11
Library and Information in Bell argued that the increased part played by science in the productive process,
Social Perspective
the rise to prominence of professional, scientific and technical groups and the
introduction of computer technology are all evidence of a new axial principle at
the core of the socio economic system, namely, the centrality of theoretical
knowledge. The emerging social framework of Information Society builds upon
this base. Information increasingly becomes a source of added value and thus
wealth. A growing portion of workers is employed in the Information Sphere.

1.3.3 Factors Determining the Arrival of Information Society


When we use the phrase Information Society, we usually mean society as a whole.
The problem is how to distinguish an information society and whether it has
arrived. We have but to listen to the commentators and leaders to perceive the
signs all around us. The Information Society is a direct consequence of:
• the data explosion;
• the growing information consciousness and information dependence of
society at large; and
• accelerating developments in computing and communication technologies.
However, Cawkell (1987) opines that “the pre-requisite for an Information Society
is a telecommunication based information service infrastructure, which gradually
builds up until at some point a critical mass of terminal users will be connected
to a more or less universal network”. According to Bell “the term refers mainly
to the social structure of the post-industrial society. It describes the characteristics
and the structure of the society of which the driving force will be the production
of information values and not material values. In considering when it will be
realised it is necessary to look at the four stages of technological development
which have to be achieved:
• science based computerisation, where computer is used extensively in
national scale projects;
• management-based computerisation in both government and business;
• society-based computerisation in which computers will be used for the benefit
of the society as a whole;
• individual-based computerisation where each individual will have access to
the terminal and computer information to solve problems, creativity will
flourish in this high mass knowledge creation society.
In other words, the most advanced stage of Information Society appears to be
high mass knowledge creation society.

From the above discussion, it may be inferred that a high degree of


computerisation, large volumes of electronic data processing and employment
of information technology with telecommunication-based information service
structure, are the main criteria, that signifies whether a society or nation has
become information society or not.

1.3.4 Different Perceptions of Information Society


Even though schemes are possible, we may categorise the literature on Information
Society into broad groups each group representing a unique perspective. In this
12
connection, it is worth noting that Webster distinguishes and presents five different Libraries, Information and
Knowledge-based Society
perceptions of the Information Society on the basis of technological, economic,
occupational, spatial and cultural criteria. Let us try to understand these
perceptions of information society.

A) Technological Perception
The most common perspective of information society lays emphasis upon
spectacular technological innovation. The important idea is that
breakthroughs in information processing, storage and transmission have led
to the application of information technology (IT) in virtually all the areas of
society. Although IT occupies a central role in all the literature on information
society, this perspective emphasises the technological infrastructure to the
exclusion of other social, economic and political attributes. Martin provided
a number of scenarios detailing life in the information society specially, the
spread of digital networks as the key element.
The convergence of computing and telecommunications resulted in the
linking of computers enabling the establishment of global networks. The
development of ISDN (Integrated Service Digital Network) will provide the
infrastructure supporting the key ingredient of post-industrial-society-
information. The rapid growth of the Internet appears to bring about precisely
this change.
In other words, the technological perspective effectively draws attention to
the potential benefits of information technologies for the society.
However, with such emphasis on technology, generally removed from a
social, cultural and political context, it is unable to provide adequate
foundation for defining the attributes of information society. Also, the problem
of measurement, and the associated difficulty of stipulating the point on
technological scale, at which a society is judged to have entered an
information age, is surely central to any acceptable definition of a distinctly
new type of society. It is ignored by popular futurists. The authors of this
school of thought are content to describe, in general terms, technological
innovations, presuming that this is enough to distinguish the new society.
“There are some serious scholars who encounter two problems. First, how
does one come to measure the rate of technological diffusion, and, second
when does a society cease to being industrial and enter into the information
category?” (Webster, 2003)

B) Economic Perception
Some of the authors who write about information society point to the growth
of the service sector in the industrialised nations and the decline of
employment in manufacturing. For some of the authors, the dominant
characteristic of an information society is the nature of its economy. Machlup
(1962) initiated this research perspective by analysing the growth of the
“knowledge sector” in the US economy. In Machlup’s analysis, industries
primarily concerned with production and distribution of knowledge
(knowledge industries) were examined separately, rather than as a part of
the overall service sector. The knowledge industries included such areas as
educational system, the media and other communicative activities, libraries
and other information activities, and research/institutes. The contribution of
13
Library and Information in this sector to the Gross National Product (GNP) was found to be significant
Social Perspective
(estimated at about 40% for the early 1960s) and growing at a rate
considerably higher than the industrial sector. Machlup concluded that
knowledge industries would soon outpace the industrial sector, leading to
the rise of a knowledge society. A similar conclusion was reached at about
the same time in Japan, as Umaseo (1963) predicted the rise of the spiritual
industries over material and agricultural sectors in economies that were more
developed. These earlier studies distinguished knowledge or information
sector from other economic sectors.
The best known and often cited study on the emergence of an information
economy conceived on these lines is the report from Marc Porat (1977).
Porat initiated much of this work, by broadening the view of information
work to apply to more than those jobs falling within the information or
knowledge sector as defined by Machlup. Porat began by defining information
activities as including all resources consumed in producing, processing, and
distributing information goods and services. He defined the primary
information sector as including all those businesses involved in the exchange
of information goods and services in the market place. In addition, however,
Porat noted that a great many jobs in other sectors of economy can be thought
of as information work. Nearly, every organisation produces, processes, and
distributes information for its own internal consumption. Thus, a secondary
information sector includes these information activities. Porat estimated that
overall information activities accounted for 45% of the gross national product
in1967, and that half of the labour force was employed in information-related
work. This study has been used to justify references to United States as an
information society. Several authors have attempted to refine Porat’s analysis
and apply it in other contexts (Komastujaki, 1986, Schement, Lievrouw,
and Dordick, 1983). This perspective focuses on the economy as the primary
attribute of the information society. It may be stated that examining the
economic structure alone provides only a limited view of the social and
cultural implications associated with information societies. Also, several
critics contend that Porat’s classification of information workers is too broad
to be meaningful, and does little to suggest social implications of the shift to
an information society (Bates, 1985, Wizard, 1984). Bates, for example, has
noted that according to Porat, factory workers assembling information
transmission equipment are considered information workers; just as are
university researchers. This does not appear to be logical.
He felt that such a categorisation may weaken the social distinctiveness of
the information sector. There are other types of objections and criticisms on
Porat’s analysis. However, such objections may not entirely invalidate the
findings of Porat and are not intended to do that.
Marc Porat has been able to distinguish two information sectors: primary
and secondary, then to consolidate them, and separate out the non-
informational elements of the economy. Porat, by re-aggregating national
economic statistics, is able to conclude that 46% of the U.S. GNP is accounted
for by the information sector. “The United States is now an Information
based economy”. As such, it is an “Information Society (where) the major
arenas of economic activity are information goods and service producers,
and the public and private (secondary information sector) bureaucracies”.
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C) Occupational Perception Libraries, Information and
Knowledge-based Society
Another popular measure of the emergence of an information society is the
one that focuses on occupational change. The contention is that we have
achieved an Information Society when the predominance of occupations is
found in information. That is to say, in Information society, the number of
people employed in occupations such as teaching, research and development
and activities associated with creative industries (media, design, arts) out-
numbers those employed in factories. The main characteristic of these people
is high level of education. The occupational definition of information society
is often combined with an economic measure. Porat calculated that the late
1960’s, a little under half of the US labour force was to be found in the
information sector. Porat connects the growth of economic significance of
information with changing occupational patterns. Most identifiers of an
information society draw on occupational changes as indicators of the
approach of a new age, which reflects the introduction of new technologies.
In other words, the shift in distribution of occupations is at the heart of the
theory of the information society.

D) Spatial Perception
This perception of the information society has at its core the distinctive stress
on space. Here the major emphasis is on the information networks that connect
locations and as a result have great effect on the organisation of time and
space. This aspect has been considered as an index of information society in
recent years. The centrality of information networks linking together locations
within and between towns, regions, nations and continents and indeed the
entire world, is an important consideration for spatial perspective. In many
writings, the technological bases of the information networks is emphasised
because these networks provide the infrastructure that enables information
to be processed and distributed. These developments may lead to an emerging
networked society. The salient idea here is of information circulating along
electronic highways. But, no one has been able to quantify how much and at
what rate information must flow along these routes to constitute an
information society. Though, no one could deny that information networks
are an important feature of modern societies and do facilitate instantaneous
communications round the globe, databases can be accessed from any place
to any place, still some people would ask “why should the presence of
networks lead analysts to categorise societies as information economies?”.
It may be stated that the question of what constitutes a network is a serious
one and raises the problem of how to distinguish different levels of networking
as also how we stipulate a point at which we have entered a network/
information Society.

E) Cultural Perception
Developments such as invention of radio, television, and computers coupled
with the recent advances in telecommunication networks and media
technologies are having great impact on the life styles of people as a whole.
It is stated that presently we are living in a media-laden society and the
informational features of our world are thoroughly penetrative now than in
earlier times. In fact, the informational environment is a great deal more
intimate and more constitutive of us. For example, the informational
15
Library and Information in dimensions of the clothes we wear, the styling of hair and faces, the very
Social Perspective
ways in which we work makes one aware that social intercourse nowadays
involves greater degree of informational content than before. According to
Webster (1996), “contemporary culture is manifested by more heavily
information laden than any of its predecessors. We exist in media-saturated
environment that means life is quintessentially about symbolisation, about
exchanging and receiving messages about ourselves and others. It is
acknowledgement of this explosion of signification many writers conceive
of our having entered an Information Society”. But no writer attempted to
measure this development in quantitative terms and only describe our living
in a sea of signs one fuller than at any other epoch. In the other words, “we
are surrounded by more and more information and less and less meaning.”

Reviewing the different definitions of information society, it emerges that


these definitions are underdeveloped or imprecise. Whether it is technological,
economic, occupational, spatial or cultural perspectives, we are confronted
with highly problematical notions of what constitutes, and how to distinguish,
an Information Society. It is essential that we be aware of these difficulties.
Though, as a heuristic device, the term Information Society might have some
value in helping us to explore and analyse the features of the contemporary
world, it can not be accepted by all as a definitive. In other words, though
one may acknowledge that information plays a vital role in the contemporary
society, one has to remain cautious as regards the information society
scenarios and in asserting that information has become the chief
distinguishing feature of modern times.

Self Check Exercise


Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of the Unit.
2) Briefly explain the essence of Information Society concept as reflected in
the conceptual analysis of literature.
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3) State the attributes of an Information Society.
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16
4) What are the economic implications of an Information Society? Libraries, Information and
Knowledge-based Society
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F) United Nations World Summit on the Information Society


The United Nations and International Telecommunications Union (ITU)
hosted the first phase of the World Summit on the Information Society (WSIS)
in Geneva during Dec. 10-12, 2003. The summit concluded at its second
phase meeting in Tunisia during Nov. 16-18, 2005, its results should be
assessed in the light of the question whether a common vision on the future
information society emerged that empowers the citizens of those societies
of to be the architects of their histories.

One of the goals of the first phase of the WSIS was precisely to develop a
common vision of information society. Although a large part of the
government delegations and the private sector attributed little importance to
this aspect, for many organisations in civil society, it was dealing with a key
issue, for it was there the controversy regarding its meaning took place,
evidencing the clash among projects of society.

In fact, the entire process of debate ended up in two separate approaches,


which can be briefly summarised as follows:

In the first approach, to talk about the information society refers to a new
development paradigm that assigns technology to a causal role in the social
order, designating it as the drive of the economic development. For the
developing countries, this discourse implies that the transition towards
information society is essentially a matter of time and of political decision
to create adequate empowering conditions. Something similar occurred with
regard to the social sectors affected by the digital gap, which would have to
be included via universal access programs. By placing technology at the
core of this model, the telecommunications industry is convoked to lead this
development; while industry that produces services and digital content
assumes a hitherto unheard of influence.

The second approach, which contested the first in the Summit process,
sustains that the new phase of human development that we are entering into
is characterised by the predominance of information, communication, and
knowledge in the economy as well as human activities. According to this
standpoint, technology is the support that has unleashed the acceleration of
this process; but it is not a neutral factor, nor is its course inexorable, since
technological development is guided by games of interest

Following this perspective, policies for information society development


should focus on human beings and should be conceived in terms of their
17
Library and Information in needs and within a benchmark of human rights and social justice. The
Social Perspective
developing countries and the social actors should play a key role in the
orientation of that process and the decisions. In other words, for this second
approach, what is fundamental is not information but rather society. While
the first approach refers to data, transmission channels, and storage space,
the second talks about human beings, cultures, forms or organisation and
communication. The information is determined in terms of society and not
the inverse. That is why the campaign for Communication Rights in the
Information Society – CRIS – points out in the document on the WSIS, The
Question for Civil Society. If Civil Society is going to adopt and remove the
notion of an information society, it should return to these basic notions,
posing the correct questions:
• Who generates and processes information and knowledge? How is it valued?
• How is knowledge spread and distributed? Who are the custodians?
• Who restricts and facilitates the use of knowledge on the part of the
people to attain their goals? Who is best and least positioned to take
advantage of the knowledge?
G) Alternate Definitions or Proposals
The concept of information society, born under the percepts of neo-liberal
globalisation, infers that henceforth it will be the technological revolutions
that will determine the course of development. Social conflicts would be
things of the past. For the same reason, this concept is no longer the most
appropriate to qualify the new trends in societies, nor much less to describe
a counter-hegemonic project society. The present position is that beyond
debating the appropriateness of one term or another, what is most important
is to contest and de-legitimise any term or definition that reinforces this
technocratic conception of society. Therefore, it is better to consider criteria
to foment the debate. As a first step, we must welcome the suggestion that
any reference to societies should be plural, recognising the heterogeneity
and diversity of human societies. This also implies reaffirming the interest
of each society appropriating technologies for their specific development
priorities, and not simply adapting to them in order to be part of a supposed
pre-defined Information Society. The second step is to affirm that “any
definition that uses the term society cannot describe a reality circumscribed
to the World Wide Web or ICTs, the Web may be a new social interaction
scenario, but this interaction is strictly integrated to the physical world, and
the two spheres are mutually transformed. We should back a project of the
society where information is a public good, and not a commodity;
communication, a participative and interactive process; knowledge, a shared
social construction, not private property; and technologies, a support for it
all, without becoming an end in itself”. (Burch, 2005).

1.4 KNOWLEDGE SOCIETY


Change is the essence of a growing society. Information and Communication
Technologies (ICTs) are seen as the facilitators of change. The current revolution
around the importance of information and knowledge is profound. In fact, a new
class structure is being created around the wealth of information and knowledge.
Nowadays, knowledge has come to be constitutive of the way that we live.
18
Historically speaking, it is correct to say, to a greater or lesser extent, knowledge Libraries, Information and
Knowledge-based Society
has always followed the development of man and mankind. It has been seen as a
kind of measurement to the success and achievements of society or mankind.
Nevertheless, no society until the present one has ever been called or referred to
as knowledge society. This term developed relatively shortly after the term
information society was introduced in the last decades of the 20th century.
(Stipanov, 2005). The reason for this might be the technology-related
developments which have fundamentally transformed the degree to which
knowledge is being integrated into economic activity to the extent that we are
witnessing a shift in the very basis of competitive advantage. The expression
knowledge society, recognisable more as social project than as sign of times, is
not without substance. In 1960s the debate on industrial society raised the question
whether there can be considered a paradigm shift towards a knowledge-based
society. Some prominent authors already foresaw knowledge as the main indicator
in order to displace labour and capital as the main driving forces of capitalistic
development. However, the notion Knowledge Society emerged towards the end
of the 1990s and is particularly used as an alternative by some in academic circles
to the Information Society. UNESCO in particular, has adopted the term
knowledge society, or its variant, knowledge societies within its institutional
policies. There has been a great deal of reflection on the issue, which strives to
incorporate a more integral conception that is not only related to the economic
dimension. For instance, Dr. A.W. Khan, Former Assistant Director General of
Communication and Information, UNESCO writes: “Information Society is the
building block for Knowledge Societies, whereas I see the concept of Information
Society as linked to the idea of technological innovation, the concept of
Knowledge Societies includes a dimension of social, cultural, economical,
political and institutional transformation, and a more pluralistic and
developmental perspective…. The concept of knowledge societies is preferable
to that of Information Society because it better captures the complexity and
dynamism of the changes taking place…. The knowledge in question is important
not only for economic growth but also for empowering and developing all sectors
of society.” (Sally, 2005)

“Today on the political level and also in many scientific disciplines, the
assumption that we are already living in a knowledge-based society … the vision
of a knowledge-based society determines at least the perception of the Western
Societies” (Krings, 2006).

1.4.1 Definition of Knowledge Society


“The transformation of existing societal structures by knowledge as a core
resource for economic growth, employment and as a factor of production
constitutes the criteria for designating advanced modern society as a Knowledge
Society”.
“Such a society, in which knowledge plays a crucial and decisive role, with its
entire mechanisms and organisation gives an impetus for new knowledge,
ensuring the conditions of its inception and use, which further increases new
knowledge, etc. Society is therefore, structured on knowledge, it is simply deeply
penetrated so that complete functioning of society, including the entire
development and progress, rests on Knowledge” (Stipanov, 2005).

19
Library and Information in In a knowledge society the traditional measures of competitiveness such as labour
Social Perspective
costs, recourse endowments and infrastructure are replaced by new dimensions
(indicators) such as patents, research and development (R&D), availability of
(or capability to afford) knowledge workers. The emphasis is not on the knowledge
anybody has but the knowledge one produces. Knowledge resides exclusively in
people. Therefore, it is clear that the greatest wealth of any nation, any society is
its people. This is vastly underused resource, which offers the opportunity for
any country to make major breakthrough, and catch up with countries presently
more developed.

It is necessary to differentiate here between the definitions that aim to characterise


an existing or emerging reality from those that express a vision – a longing or
desire for a potential society. Both are relevant: the former for their contribution
to analysis, and the latter because they guide policies. In the first category we
shall refer to Manuel Castells, an authority on the subject information society.
As for knowledge society, he points: “it is to do with a society in which conditions
for generating knowledge and processing information have been substantially
changed by a technological revolution focussed on information processing,
knowledge generation, and information technologies”. Castells opines that
Information society places the emphasis on the content of work (the process of
collecting, processing, and communicating the necessary information), and
knowledge society emphasises economic agents, who should be superiorly
qualified to exercise their work. With respect to visions, the documents resulting
from the WSIS form illustrative examples, as they have emerged from a World
process. For instance, the Civil Society Declaration extends its visions to several
paragraphs, but essentially says: “We are committed to building information and
communication societies that are people-centred, inclusive, and equitable
societies, in which everyone can freely create, access, utilise, share and
disseminate information and knowledge, so that individuals, communities, and
people are empowered to improve their quality of life and to achieve their full
potential”. Subsequently, the Declaration adds the principles of social, political,
and economic justice, as well as full participation and capacity-building of people;
it highlights the objectives of the sustainable development, democracy, and gender
equality; and it evokes societies where development acts as a setting for
fundamental human rights and is oriented to attain a more equitable distribution
of resources.

1.4.2 Characteristics of Knowledge Society


There are many components of Knowledge Society. First of all, there is a huge
quantity of newly created knowledge in all fields continuously expanding and
exponentially growing. Statistics are known about the exponential growth of
knowledge to the entire past historical period, including all kinds of publications
as one of the proofs of the whole process. The situation with the total number of
researchers in the world, and the entire research capacity can be compared with
past times. Not only the number of literate people, but also that of the educated
people has increased enormously in the whole world. To this we need to add new
possibilities of informing, communicating and team work which were
incomparable and unthinkable earlier. Modern ICT has connected the world on
all levels so closely, that the entire globe has become a net from which we can
connect practically from any one point to another. The possibilities and the speed
of communicating, the transfer of information and knowledge, the acquisition of
20
new ideas and views, not to mention the experience of it are so incredible that Libraries, Information and
Knowledge-based Society
Manuel Castells, rightly calls today’s society a network society. All this creates
conditions for the development of new knowledge and awareness, uninterrupted
progress and development. This process is advancing with such speed and
dimension, that all those who are not directly or indirectly involved will ultimately
stay on the fringes. Knowledge is no more connected with an individual; it is
today the characteristic of the society as a whole, an interconnected society.
In a perfect knowledge society all people have:
• Open and timely access to information and knowledge;
• The capacity to absorb and interpret information; and
• Avenues and opportunities to use knowledge and decision making and for
transformation to higher quality lives.

1.4.3 Establishment of Knowledge-based Society


A careful analysis of the literature available on knowledge society reveals that
establishing a knowledge-based society is clearly desirable and, looking from
the perspective of the imminent future, it may well be the only possible society.
“The establishment of such a society is a political process – it requires political
decision making and political actions. The process of establishing a knowledge-
based society would be facilitated if one would define bench marks, indicators
providing quantifiable measurements indicating whether we are going in the
right direction and how far we have progressed. In fact, the essence of progress
is to assure order among changes and preserve changes amid order”. (Slaus).

It may be stated that the emergence of knowledge society means an ever increasing
demand for a well-educated and skilled workforce across the whole economy. In
this connection, it is worth noting that the appointment of the National Knowledge
Commission (NKC) by the Government of India has been a step in the right
direction. The NKC had been entrusted with the preparation of a blueprint for
reform of our knowledge related institutions and infrastructure. It has submitted
its report that will take us a long way in the knowledge society.

1.4.4 Knowledge-based Economy (KBE)


Most advanced economies have undergone significant structural changes in recent
years. One of the key characteristics of the changes is the growing importance of
knowledge in all sectors of economic activities. These economies have developed
from an agricultural economy in which land is the key resource, then to an
industrial economy in which natural resources and labour are the main resources,
and now to a knowledge-based economy (KBE) in which knowledge is the key
resource. In order to facilitate economic analysis, distinction can be made between
different kinds of knowledge which are important in the knowledge-based
economy: know-what, know-why, know-how and know-who. Knowledge is a much
broader concept than information, which is generally know-what, and know-why
components of knowledge. These are also the types of knowledge which come
closest to being market commodities or economic resources to be fitted into
economic production functions. Other types of knowledge – particularly know-
how and know-who, are more of tacit knowledge, which are more difficult to
codify and measure (Lundvall and Johnson, 1994).
21
Library and Information in The term KBE was first coined by the Organisation for Economic Cooperation
Social Perspective
and Development (OECD) and defined as “economies which are directly based
on the production, distribution and use of knowledge and information” (OECD,
1996). The APEC then extended this idea to state that in a KBE “the production,
distribution and use of knowledge is the main driver of growth, wealth creation
and employment across all industries” (APEC, 2000). While the KBE ideal
encompasses concepts like innovation, higher education and R&D, it is broader
than this and highlights the importance of knowledge in all aspects of the economy.
KBE is also referred to as the New Economy or Modern Economy. However, in
a truly KBE, all sectors have become knowledge-intensive, not just those usually
called high technology.

While there have been a lot of discussions on the characteristics of a KBE at the
international arena, there is so far no internationally agreed framework for
measuring a KBE. Different frameworks have been developed by individual
countries and international organisations.

To fully understand the working of the KBE, new economic concepts and
measures are required which track phenomena beyond conventional market
transactions. In general, it was suggested by OECD that improved indicators for
the KBE are needed for the following tasks:
• Measuring knowledge inputs;
• Measuring knowledge stocks and flows;
• Measuring knowledge outputs;
• Measuring knowledge networks; and
• Measuring knowledge and learning.
A full account of research conducted by OECD for developing improved
indicators for the KBE can be found in the OECD publication “The Knowledge-
based Economy”, 1996.
The World Bank has recently developed the knowledge assessment methodology
and score cards. They have formulated the set of 63 variables as proxies for four
areas that they consider essential in the development of knowledge-based
economy (KBE). They are:
• Economic and institutional regime to provide incentives for the efficient
use of existing and new knowledge and flourishing of entrepreneurship,
• An educated and skilled population to create, share and use knowledge well,
• A dynamic information infrastructure to facilitate the effective
communication and processing of information, and
• An effective innovation system of firms, research centres, universities and
other organisations.
Each country should develop its own path to sustainable knowledge-based society.
Once such a society is established it is assuring prosperity, social cohesion and
even happiness, but the way to this goal is not free of dangers and threats.

Developing Countries
As part of economic history, the knowledge era has unfolded with remarkable
speed. As a consequence most basic tools for creating and managing wealth has
22
lagged far behind the need. This is true of most of the developing countries. Libraries, Information and
Knowledge-based Society
Knowledge has become the corner stone of wealth creation in a knowledge society.
Intellectual capital comprises three primary types of capital: human capital,
structural capital and customer capital. Of these human capital is the most
important one. Developing countries need to recognise and value its human
resources capital and capitalise on it to the task of amassing wealth of knowledge
which works for the poor and promotes social equality. The wealth of knowledge
will enable the developing countries to emerge as strong economies and become
independent of low cost labour increasing productivity as well as incomes.
Therefore, it is necessary to open up avenues for knowledge incubation to be
supplemented by capacity building support and enabling policy frameworks.
These policy frameworks are intended to provide opportunities for people to use
the power of knowledge for advancing their growth.

Self Check Exercise


Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of the Unit.
5) Discuss the important characteristics and features of a knowledge society.
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6) Explain the different kinds of knowledge important in the knowledge-based
economy.
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7) Explain what is meant by the term Knowledge-based Economy (KBE) and
discuss some of the important indicators that help to measure KBE.
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8) Discuss the steps to be taken by developing nations to progress towards
knowledge society and knowledge-based economy.
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23
Library and Information in
Social Perspective 1.5 SUMMARY
This Unit commences with the role of libraries in modern society. In this regard,
the concept of a modern library and its expected role to suit the changed
requirements of the society and the user community is explained. The impact of
information on a society and the user community is explained. The impact of
information on society is briefly mentioned. The Unit then goes on to describe
the concept of information society, its evolution, interpretations and its impact
on information profession. The emerging knowledge society, its characteristics,
its establishment, the changes taking place in the society in this context are
explained in a simple manner so that it can easily be comprehended. It has been
emphasised that in a knowledge society it becomes crucial that we have the
skills and competencies relating to the selection and use of information. Tacit
knowledge (essentially know-how and know-who) in the form of the skills needed
to handle codified knowledge becomes more important than ever. The skills
required of humans are those that are complimentary with ICTs and not those
which are substitutes.

The concept of Knowledge-based Economy (KBE) and the indicators necessary


for its assessment are described and explained. It has been stated that work in the
KBE will demand uniquely human (tacit) skills such as conceptual and inter-
personal management and communication skills. It has been mentioned that each
country should develop its own path to sustainable knowledge-based society.
The effort of Government of India in the constitution of National Knowledge
Commission has been as a right step. If the Government of India implements the
recommendations of the National Knowledge Commission, it would provide
right environment to accelerate the establishment of Knowledge Society and
transformation of India into a Knowledge-based Economy (KBE).

1.6 ANSWERS TO SELF CHECK EXERCISES


1) Modern Society has various needs such as education, research, cultural
advancement, information and other ideological pursuits. It has founded
different institutions designed to meet such needs. Libraries are one such
prominent institution, which are expected to meet most of these needs.
Certainly libraries play an important role in supporting the educational (both
formal and non-formal) and research activities of the society.

In many cases, access to information was, and is, via libraries. Information
systems tend to be based on, or geared to, the processing and organisational
requirements of institutional information centres. This pattern has, however,
begun to change as a result of developments in computing and communication
technologies. Technology appears capable of deinstitutionalising information
and handing over access to individual, thus cracking the mould of library.
The fundamentalists view is that the pace of development in ICTs will soon
make the traditional librarian / information worker obsolete. It has been
remarked that there is no long term future for any library in the form we
know it today; libraries as collection of physical artefacts are rapidly becoming
obsolescent. Of course, this fundamentalist position however, is rigidly
simplistic. The social, cultural and educational function of libraries and
information profession is also being challenged. In other words, the library
24
as the traditional store house of knowledge and the preserve of cultural Libraries, Information and
Knowledge-based Society
heritage is caught in the maelstrom of change generated by technological
advances. Therefore, as a adaptive reaction, attempts to define the goals of
the library are called for. The library profession must revise its service delivery
philosophies and operational mechanisms. There is a shift from a passive or
reactive to a proactive mode. Naturally, this entails on the part of libraries
evaluation exercises, the design and promotion of new systems and facilities,
investment of time in user education programmes and acquisition of relevant
professional skills and competencies for those already in the field. With the
availability of sophisticated information technology valuable professional
talents must be directed towards enhancing the image of the library as a
dynamic information centre with a wide range of services to offer its users.
Efforts should be made to enable users to view the librarian as valuable
professional resource person who can quickly locate the information and
materials needed to support their intellectual pursuits in a total spectrum of
subject areas. To meet the changing needs of the clientele, libraries must be
more creative and provide access to resources available in other libraries via
networking, and electronic resources for those who can not afford home
computers or terminals. Of course, library users must be made to understand
the difference between information which is freely available, and information
which is free.

Although libraries essentially handle information and knowledge, the


institutional mechanism to meet the demands of the users in an emerging
Knowledge Society has to be expanded by properly organising and operating
many of the modern information systems and services. The implementation
of the above discussed aspects is essential to meet the changing needs of
modern society.

2) A number of scholars, scientists and philosophers have been predicting a


revolutionary transformation of modern industrial society. Many causes have
been identified and attributed as forming the driving force behind such
transformation. However, most people opine that information is the defining
feature of modern world. We are told that we have entered an information
age and are rapidly moving towards “global information economy”. Many
writers identify an entire new phenomenon called Information Societies –
the examples of which are found in the United States, Britain, Japan and
Germany.

“Information Society” is a concept which sees the transition of Industrialised


Society into one in which information – in its broadest and most diverse
forms – is the key driving force.

Two major factors underline the Information Society claims. Firstly, that the
society is becoming increasingly centred on information handling, processing,
storage and dissemination using micro – electronics – based technologies,
made available through the convergence of computer with telecommunications,
namely ICT. And secondly, that this shift is reflected in an emerging
occupational structure, in which the category of “Information workers” has
become predominant. In other words, the Information Society appears as an
out come of technological and economic changes.

25
Library and Information in 3) Attributes of Information Society are:
Social Perspective
i) Shift from an industrial economy to information economy.
That is to say that in industrial economy capital is the strategic resource,
while in Information Economy information becomes the strategic
resource;
ii) a telecommunication based information service infrastructure;
iii) a high degree of computerisation, large volumes of electronic data
transmission and employment of IT;
iv) characterised by the fact that the rapid convenient delivery of needed
information is the ordinary state of affairs.
4) Economic implications of Information Society:
Information Society might be characterised by different dimensions. One of
these relates to the economic structure. We come across several references
in literature to the economic implications of the Information Society.

The state of information in the economy has pervasive effects on the working
of economy generally. It has great impacts on those sectors that provide
information products and services such as press, television, radio, film …
libraries and other information providers.

Machlup initiated studies analysing the growth of Knowledge Sector in the


US economy. The knowledge industry included such areas as the educational
system, the media, and other communication activities, libraries and other
information activities and research institutions. Machlup’s finding was that
the contribution of this sector to the Gross National Product (GNP) was
40% for early 1960s and is growing at a rate which is higher than the industrial
sector.

Marc Porat, who continued the research in this direction, enlarged the scope
of information work to include all jobs falling within the information or
knowledge sector as defined by Machlup. According to Porat information
activities included all resources consumed in producing, processing and
distributing information goods and services. Porat estimated that these
activities amounted for 45% of the GNP in 1967.

In conclusion, it may be emphasised that the contribution of information


sector to successful economic function is beyond doubt. However, it is not
quite the same as saying that information has become a primary out put of
all developed economies. We may say that we are moving towards
Information-based Economies, but not wholly dependent on the production,
sale and exportation of information goods and services for the preservation
of our economic well being.

5) Characteristics of the Knowledge Society


One of the most popular themes discussed in general literature for more
than a decade has been that technologically advanced economies are in the
process of moving beyond industrial capitalism to information-based
economies that will bring profound changes in the form and structure of the
economic system.
26
Economists recognised long ago that the most important resource determining Libraries, Information and
Knowledge-based Society
the economic efficiency of any economy, industry, productive process, or
house hold, is information and its effective communication. The
characteristics of information define the state of knowledge that under lies
all economic process and decision making structures.

In transformation of social structures – by knowledge as a core resource for


economic growth, employment, and as factor of production, constitute the
main criteria for designating a modern society as a “Knowledge Society”.
In a knowledge society, the traditional measures of competitiveness such as
labour costs, resource endowments, and infrastructure get superseded by
new dimensions such as patents, research and development, availability of
knowledge workers. In a perfect knowledge society all people have:
• Open and timely access to information and knowledge;
• The capacity to absorb and interpret information; and
• Avenues and opportunities to use knowledge and decision making and
for transformation to higher quality lives.
6) In order to facilitate economic analysis, distinctions can be made between
different kinds of knowledge which are important in the Knowledge-based
Economy (KBE). They are: know-what, know-why, know-how and know-
who. Knowledge is a much broader concept than information, which is
generally the, know-what and know-why components of knowledge. These
are also the types of knowledge which come closest to being market
commodities or economic resources to be fitted into economic production
functions. Other types of knowledge – particularly know-how and know-
who – are more tacit knowledge and are difficult to codify and measure.

Learning to master the four kinds of knowledge takes place through different
channels. While know-what and know-why can be obtained through reading
books, attending lectures and accessing databases, the other two kinds of
knowledge are rooted primarily in practical experience. Know-how will
typically be learned in situations where an apprentice follows a master and
relies upon him as the authority. Know-who is learned in social practice and
some times in specialised educational environments. It also develops in a
day-today dealings with customers, sub-contractors and independent
institutes. This is one of the reasons why private firms engage in basic research
to acquire access to networks of academic experts crucial for their innovative
capability. Know-who is socially embedded which can not easily be
transformed through formal channels of information.

7) Most of the advanced economies have undergone significant structural


changes in the recent years. One of the main characteristics of the changes is
the growing importance of the knowledge in all sectors of economic activities.
These economies have developed from an agricultural economy in which
land is the key resource, then to an industrial economy in which natural
resources and labour are the main resources, and now to a Knowledge-based
Economy (KBE) in which knowledge is the key resource.

The term KBE (or some times called New Economy or Modern Economy)
results from a fuller recognition of the role of knowledge and technology in
27
Library and Information in economic growth. Knowledge as embedded in human being (as human
Social Perspective
capital) and in technology has always been central to economic development.
The term KBE was first coined by OECD and defined as “economies which
are directly based on the production, distribution and use of knowledge and
information” (OECD, 1996). The APEC then extended this idea to state
that in a KBE “the production, distribution and use of knowledge is the
main driver of growth, wealth creation and employment across all industries”
(APEC, 2000). While the KBE ideally encompasses concepts like innovation,
higher education and R&D, it is broader than this and highlights the
importance of knowledge in all aspects of economy.

To fully comprehend the working of the KBE, new economic concepts and
measures are required which track the phenomena beyond conventional
market transactions. In general it was suggested that improved indicators
for the KBE are needed for the following tasks:
• Measuring knowledge inputs;
• Measuring knowledge stocks and flows;
• Measuring knowledge outputs;
• Measuring knowledge networks; and
• Measuring knowledge and learning.
8) Knowledge exists in the minds of the people and when combined with capital,
labour existing knowledge and other inputs, produces goods and services
and thus becomes a factor of productivity. This fact has been realised by
many developed nations and they have transformed into knowledge-based
economies where conventional raw materials and physical labour (Brute –
force economy) is being replaced by brain – force economy. Developing
nations need to recognise and value its human resources capital and capitalise
on it to the task of amassing wealth of knowledge which works for the poor
and promotes social equality. The wealth of knowledge in turn will create
opportunities for developing countries to emerge from dependence of low
cost labour as a source of comparative advantage increasing productivity
and incomes. Avenues need to be created for knowledge incubation (growth)
to be supplemented by capacity – building support and enabling policy frame
works which provide opportunities to people to use power of knowledge for
improving their growth.

1.7 KEYWORDS
Information Age : A period predominantly centred on information
activities.
Information Channel : Established carriers that disseminate information
or knowledge.
Information Economy : Is a philosophy, an attempt to model the national
economy with its basis on knowledge and
information activities, and which has continued
to affect, in important ways, the economic, social,
political and cultural life of the nation.
28
Information Flow : Information transfer through established channels. Libraries, Information and
Knowledge-based Society
Information Industry : Industries involved in the production of
information in any physical form.
Information Need : The term “Information Need” refers to that need
which library services or materials are intended
to satisfy. It is assumed that the consumption of
information arises from a need for information.
Information Transfer : The movement of information from generation to
Process use with a series of intermediate links that connects
each other to form a chain.
Information Work-Force: The term has acquired a wider connotation and
includes many groups who are involved in a
variety of information related occupations. The
OECD categorisation includes: Information
producers, Information processors, Information
distributors and Information Infrastructure
occupations, under this concept …
Infosphere : Is a neologism coined by Luciano Floridi on the
basis of biosphere? It denotes the whole
informational environment constituted by all
informational entities (thus including informational
agents as well), their properties, interactions,
process and mutual relations. It is an environment
comparable to, but different from cyberspace
(which is only one of its sub-regions, as it were),
since it also includes off-line and analogue spaces
of information. It is a concept that is rapidly
evolving.
Kinds of Knowledge:
i) know-what : Refers to knowledge about facts such as How
many people live in Delhi? What are the
ingredients of pancakes?, When was the battle of
Panipat fought?, are some of the examples. Here,
knowledge is close to what is normally called as
information.
ii) know-why : Refers to scientific knowledge of the principles
and laws of nature. This kind of knowledge
underlies technological development and product
and process advances in most industries. The
production of this kind of knowledge is often
organised in specialised organisations such as
research labs, universities, etc.
iii) know-how : Refers to skills or capability to do something.
Businessmen judging market prospects for a new
product or a personnel manager selecting and
training staff have to use their know-how.
29
Library and Information in Know-how is typically a kind of knowledge
Social Perspective
developed and kept ready with in the border of an
individual firm.
iv) know-who : Involves information about who knows what and
who knows how to do what. It involves the
formation of special social relationships which
makes it possible to get access to experts and use
their knowledge efficiently. This kind of
knowledge is internal to the organisation to a
higher degree than any other kind of knowledge.
It is very important for any modern manager or
organisation to have this.
Post-Industrial Society : The thesis propounded by Daniel Bell. The concept
emphasises the centrality of theoretical knowledge
and the axis around which new technology,
economic growth and the ramification of the
society will be organised. This axial principle is
becoming more and more predominant in
advanced industrial societies.
Social Wealth : Wealth available freely to all members of a society.

1.8 REFERENCES AND FURTHER READING


Bell, Daniel. The Coming of Post-Industrial Society. New York: Basic Books,
1973. Print.
--- . “The Social Framework of Information Society”. Computer Age: A Twenty
Year View. Ed. M.L Detouzos and J Moses. Cambridge, MSS: MIT Press, 1979.
163-211. Print.
Brophy, Peter. The Libraries in the 21st Century. 2nd ed. London: Facet, 2007.
Print.
Branscomb, A. “Law and Culture in the Information Society”. Information
Society. 4.4 (1986): 279-311. Print.
--- . Who owns Information?: From Privacy to Public Access. New York: Basic
Books, 1994. Print.
Burch, Sally. “The Information Society/ The Knowledge Society”. Word Matters:
Multicultural Perspectives on Information Societies. Ed by Alain Ambrosi. C
and F Editions, 2005. Web 26 September 2012. < http://vecam.org/
article517.html>
The Network Society: From Knowledge to Policy. Ed. Manuel Castells and
Gustavo Cardos. Washington, DC: Johns Hopkins Center for Transatlantic
Relations, 2005. Print.
Cawkell, A.E. Evolution of an Information Society. London: ASLIB, 1987. Print.
Katz, R.L. Information Society: An International Perspective. New York: Praeger,
1988. Print.

30
Kochen, Manfred. A New Concept of Information Society. London: ASLIB, 1987. Libraries, Information and
Knowledge-based Society
141-154. Print.
Krings, Bettina. “The sociological perspective on the knowledge-based society:
assumptions, facts and visions”, Enterprise and Work Innovation Studies, 2, IET,
(2006): 9-19. Web 26 September 2012. <http://run.unl.pt/handle/10362/1706>
Lundvall, B and Johnson, B. “The Learning Economy”. Journal of Industry
Studies. 1. 2 (1994). Print.
Lyon, D. Information Society: Issues and Illusions. Cambridge: Polity Press,
1988. Print.
Machlup, F. The Production and Distribution of Knowledge in the United States.
Princeton, NJ: Princeton University Press, 1962. Print.
Martin, James. The Wired Society. Englewood Cliffs, NJ: Prentice-Hall, 1978.
Print.
Martin W.J. The Global Information Society. 2nd rev. ed. London: ASLIB Gower,
1995. 1-16. Print.
Masuda, Y. Information Society as a Post-industrial Society. Bethesda, Md: Future
Society, 1981. Print.
OECD. The Knowledge-Based Economy. Paris: OECD, 1996. Web 26th
September 2012. < http://www.oecd.org/science/scienceandtechnologypolicy/
1913021.pdf>
Porat, M.U. The Information Economy: Definition and Measurement.
Washington: Department of Commerce, 1977. Print.
Ronfeldt, D. (1992). “Cyberocracy is Coming”. The Information Society.
8.4(1992): 243-296.
Sweeny, G.P., ed. Information and the Transformation of Society. North Holland:
Amsterdam, 1982. Print.
Slaus, Ivo. “Building the Knowledge - based Society: The Case of South East
Europe”. Futures. 39.8 (2007): 986-996. Print.
Stipanov, J 2005. Knowledge Society and Public Libraries. Paper presented at
the Naple Conference, Supetar, October 6-7, 2005. Print.
Toffler, A. Powershift: Knowledge, Wealth and Violence at the Edge of 21st
Century. New York: Bantam, 1996. Print.
Umaseo, T. “Joho Sangyo Ron. [On Information Industries”.]. Chuokohron. 1963;
3-4. Print.
Webster F. “The Information Society: Conceptions and Critique”. Encyclopaedia
of Library and Information Science. Vol.58 (21). New York: Marcell Dekker,
1996. 74-112. Print.
--- . “Knowledgeability and Democracy in an Information Age”. Library Review
48.8 (1999): 373-383. Print.
--- . Theories of the Information Society. 2nd ed. London: Routledge, 2002. Print.
31
Library and Information in
Social Perspective UNIT 2 TYPES OF LIBRARIES
Structure
2.0 Objectives
2.1 Introduction
2.2 Types of Libraries
2.2.1 National Libraries
2.2.2 Academic Libraries
2.2.3 Public Libraries
2.2.4 Special Libraries
2.2.5 Digital Libraries
2.2.6 Virtual Libraries
2.2.7 Hybrid Libraries
2.3 Summary
2.4 Answers to Self Check Exercises
2.5 Keywords
2.6 References and Further Reading

2.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain the complex nature of libraries which need to operate across many
boundaries;
• discuss the different types of libraries that have evolved over a period of
time and their basic functions;
• categorise them as: national, academic, public and special libraries;
• explain the concept and the meaning of electronic, digital, virtual and hybrid
libraries and their functions;
• explain how excellent libraries keep renewing to meet the changing
requirements of the society as well as the user community; and
• discuss the challenge for all librarians to find that judicious blend of
traditional service and courageous innovation which will secure their
libraries’ future.

2.1 INTRODUCTION
In modern societies all activities of people are organised and conducted through
institutions. A social institution is an integrated pattern of human relationship
established by the common will and serving some vital need. The pattern is
caused through the interaction among people as a vital social need. In modern
societies special emphasis is being given to the aspects of literacy, adult education,
formal education, lifelong education, health care and dissemination of information
and knowledge. Educational institutions promote knowledge, skills and
socialisation processes of the society. Many of these institutions incorporate a
32
body of formal rules and regulations through which activities of the society are Types of Libraries
carried out and regulated.

Of the many institutions formed by the society, library and its modern cognates
are the most potent ones in meeting multiple needs of users in a modern society.

It was during the middle of the 19th century that social forces came into play and
revolutionised the character of library making it more and more a public
institution. The industrial revolution had a great impact on the concept of library
transforming it from private and personal institution into a democratic institution
and benefiting people at large. “Libraries are hugely complex organisations which
need to operate across many boundaries but have few, if any, unique services.
Yet they have survived for millennia, changing to meet new circumstances and
adapting to their users’ needs. They are there for the long term, not only in their
duty to preserve humankind’s recorded memory but as centres of expertise in
accessing, using and, increasingly, creating information and knowledge.
Doomsday scenarios have come and gone, yet excellent libraries keep renewing
themselves. The challenge for all librarians is to find that a judicious blend of
traditional service and courageous innovation which will secure their libraries’
future” [Brophy, 2007].

Francis Miksa (2007) takes a long view of the library which will allow a thoughtful
basis for discussing present changes taking place. Accordingly, first he proposes
looking at the library in society as an era-specific phenomenon and then discusses
the library which we know, the modern library, in the same way, as an era-
specific phenomenon, including the idea of the library that it replaced. Next, he
examines three principal aspects of the modern library which are now being
challenged by the present circumstances. Miksa feels that there are at least three
basic aspects of the present library that our contemporary, situation is challenging.
They are: i) how we view the idea of the library as a social institution, ii) how we
view the target populations that the library is to serve, and iii) how we view the
idea of library funding. Miksa’s views on all the above aspects are revealing and
merit serious consideration by the library profession. After long discussion on
the changing nature of the present library concept, Miksa concludes by saying
that the emerging library will differ from the present library in that it will be in
electronic form resident in individual communication devices. It will be tailored
to an individual or the needs of small cohesive groups of individuals. And it will
continue to need such basic functions as selection, acquisition, organisation, and
access mechanisms and services, just as it always has, although now fitted to the
needs of the individual or small group for whom such a library has been created.

Reference has been made to the authors Peter Brophy and Francis Miksa to
emphasise the point that the concept of library as we know it today is undergoing
change, and as such its role in the society has to be decided by the changed
requirements of its clientele. However, attempt is being made to provide you a
picture of different types of libraries as they exist today and their functions.

2.2 TYPES OF LIBRARIES


From their historical beginnings as places to keep the business, legal, historical,
and religious records of a civilisation, libraries have emerged since the middle
of the 20th century as far reaching bodies of information resources and services
33
Library and Information in that do not even require a building. Rapid developments in computers,
Social Perspective
telecommunications, and other technologies have made it possible to store and
retrieve information in many different forms and from any place with a computer
and telephone connection. The terms digital library and virtual library have
begun to be used to refer to the vast collection of information to which people
gain access over the internet.

This section provides a brief account of libraries with a focus on the later part of
the 20th century, when both technological and political forces radically reshaped
library development. It offers an overview of different types of libraries and
explains their important functions.

2.2.1 National Libraries


The concept of national library is a recent development dating back to a few
centuries. This development has been a feature of socio-economic, cultural and
scientific advancements in the Western industrially advanced nations. Although
national libraries existed in the past in some form in many countries, the growth
of national libraries as we understand them today has been an outcome of the
Renaissance Movement in Europe. Their growth has been further accelerated by
the advances in science and technology and their applications in industry, trade,
transportation and communication. Their objectives, functions and activities have
been discussed in many national and international conferences.

A) Definition and Functions of a National Library


“A national library is a library specially established by the government of a country
to serve as the pre-eminent repository of information for that country” (Wikipedia).
Unlike public libraries, national libraries rarely allow citizens to borrow books.
Often, they include numerous rare, valuable, or significant works. Though many
national and international conferences discussed the subject of national libraries,
there is no one agreed definition for the concept of national library. Of course,
there are wider definitions putting less emphasis to the repository character. We
shall, however, examine the expositions contained in some glossaries like Harold’s
Librarians’ Glossary and Reference Book and the ALA Glossary of Library Terms
for the term.

The 6th edition of Harold’s Librarians Glossary (1987) defines a National Library
as:
• A library maintained out of government funds;
• Serving the nation as a whole;
• Books in it being for reference only;
• Usually copyright libraries;
• The function of such a library is to collect and preserve for posterity, the
books, periodicals, newspapers and other documents published in the
country;
• This is best done by a law requiring the publishers to deposit copies of all
publications issued by them; and
• Books purchased being published in other countries.
34
On the other hand, the ALA Glossary simply defines the National Library “as a Types of Libraries
library maintained by nation”. This definition does not specify or discuss the
services that a national library has to offer except the twin functions of collecting
and conserving the nation’s intellectual patrimony and purchase of important
books published in other countries. A far more detailed exposition of the term
national library may be obtained from the recommendations of UNESCO entitled
“Recommendations Concerning International Standardisation of Library
Statistics”. It reads as: Libraries which, irrespective of titles, are responsible for
acquiring and conserving copies of all significant publications published in the
country and functioning as a deposit library either by law or under other
arrangements. It will normally perform some of the following functions:
i) produce a national bibliography;
ii) hold and keep up-to-date a large representative collection of foreign literature,
including books about the country;
iii) act as a national bibliographical information centre;
iv) compile union catalogues; and
v) publish retrospective bibliographies.

This exposition is rather comprehensive and covers most of the important


functions of a national library.

It may be interesting to note that the Final Report of the Regional Seminar on
the Development of National Library in Asia and Pacific Area, held at Manila in
1964, contained the following as functions of a National Library:
• to provide leadership among libraries;
• to serve as permanent depository for all publications issued in the country;
• to acquire other types of materials;
• to provide bibliographical services;
• to serve as coordinating centre for cooperative activities; and
• to provide service to government.
It may be pointed out that Lor (1997), drawing on the work of Line and Line
(1979) and IFLA (1992), established three dimensions to the work of National
Library, identifying functions concerned with 1) Heritage, 2) Infrastructure and
3) Delivery of comprehensive national library service. Of these three dimensions,
delivery of comprehensive national library service is worth mentioning. Under
it (Delivery of comprehensive national library service) he considers the following
aspects:
• acquisition and processing of library material for other libraries;
• recycling and disposing of material acquired for other libraries;
• central support of reference, consultation, loan and document delivery
services by other libraries;
• system-wide professional and technological leadership;
• advice to other libraries;
35
Library and Information in • system-wide planning and coordination;
Social Perspective
• research and development relating to the development of the service; and
• literacy programmes using constituent and affiliated libraries as centres for
literacy promotion.

It must be emphasised here that from the perspective of the national library in
terms of its function-leaving aside medium and content – the national library
provides a cultural focal point which transcends the present and reaches into the
past, in terms of the material it secures, and into the future, in terms of transmitting
human knowledge to future generations. It fulfils these roles by collecting a
representative, although never comprehensive, set of records and by ensuring
that they are organised and preserved so as to remain of use in the future. A
national library which fails to build the representative collection or fails to secure
its permanence has failed in its duty”.

Of course, national libraries can not shoulder all of this responsibility on their
own, and they are joined by major academic and other libraries in a cooperative
endeavour which builds on specialisms which have developed over the centuries.

Looking into the future, it appears that the comprehensiveness of access to


published information which national libraries sought to provide is likely to be
achieved more through collaborative networks than by individual national
libraries. This does not down play the critical role of collecting and preserving
the national published heritage and making it available in innovative ways. For
example, the British Library has demonstrated how the function of preserving
the national published memory and that of broadening and deepening access can
be combined, with innovative products like Turning the Pages and the Business
and Intellectual Property Centre.
Under the umbrella National Libraries Section (IFLA), many national libraries
cooperate to discuss their common tasks, define and promote common standards
and carry out projects helping them to fulfil their duties. Similarly national libraries
of Europe participate in The European Library. This is a service of The Conference
of European National Librarians (CENL).
The foregoing account is provided in this Unit, to give you a brief account of the
concept of national library and its functions.
It is to be noted that in most of the countries there is a national or state library or
group of libraries maintained by national resources, usually bearing responsibility
for publishing a national bibliography and maintaining a national bibliographical
information centre. National libraries strive principally to collect and to preserve
the nation’s literature, though they try to be as international in the range of their
collection as possible.
The Bibliotheque Nationale in Paris, the British Library in London, and the Library
of Congress in Washington, D.C., are among the most famous and most important
national libraries in the Western World.
There are many other national libraries with important collections and very long
histories. The Russian State Library (formerly called Lenin Library) in Moscow
is the National Library of Russia. It is of a size and importance comparable to
the Library of Congress. It receives several publications from throughout the
36
country and distributes their copies to special libraries. This library organises Types of Libraries
domestic and international lending and exchanges and offers courses of lectures
for professional education and also for readers. The Soviet Library –
Bibliographical Classification scheme based on a Marxist-Leninist Classification
of Knowledge is produced by it.

The National Library of China, Japan and India are some of the important national
libraries. Literature describing all the above libraries along with their functions
and services offered by them is available.

The National Library of India


A) Collection
It may be emphasised here that the National Library of India located in
Kolkata has more than 2.2 million books and other materials. The collection
is built through the following means:
• Books received through Delivery of Books and Newspapers Act 1956;
• Purchase;
• Gifts;
• Exchange; and
• Other depository privileges.
The majority of collection is in English and Indian languages, though there
are some books in few foreign languages. The broad categories of publications
acquired through purchase are:
• Books and journals on India in any language, published anywhere in
the world;
• Indian publications published before 1954, and not available in the
library;
• Books by Indian authors published abroad;
• Standard reference works; and
• Books on library, documentation, and information science, science and
technology, education, planning and development and standard works
on history, sociology, and biographies of eminent people, rare and out
of print books on microfilms and other standard works within the limits
of budget provision.

The National Library has some gifts which enrich its holdings considerably.
The famous of such collections happens to be that of Sir Asutosh
Mukhopadhyay collection gifted by his family. It covers the whole gamut of
subjects in the humanities and sciences as far as published knowledge up to
the early decades of the 20th century. Of course, the library possesses the
enviable collections of historians like Sir J.N. Sirkar and S.N. Sen. Archival
papers of Sir Tej Bahadur Sapru and other rare manuscripts greatly attracts
research scholars.

The National Library has exchange relations with 170 institutions in 56


countries all over the world. As result of such relations, the library has been
37
Library and Information in able to acquire valuable foreign documents, not normally available through
Social Perspective
trade channels.

Besides U.N. publications, the publications of American, British, Canadian


governments as also publications of OECD are deposited in the National
Library according to the agreements made with Government of India. These
documents add a new dimension to the importance of the National Library.
All these documents, as also the other holdings of the library are processed,
organised and serviced to the patrons of the library.

B) Services
The National Library of India provides the following services:
• Lending service including inter - library loan;
• Reading facilities;
• Bibliography and reference services; and
• Reprography services.
The lending function is rather peculiar for a national library. However, for
historical reasons, the National Library of India has continued its lending
facilities to the members of the library in and around Kolkata. Inter - library
loan facilities are offered to members and institutions with the cooperation
of other libraries, both at national and international levels. This service obtains
loan of books from Russian State Library, Moscow, British Library, London,
and libraries in Australia, Hungary, Denmark, Sweden, and a few other
countries.

Self Check Exercise


Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of the Unit.
1) What are the functions of national library?
......................................................................................................................
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......................................................................................................................
......................................................................................................................
......................................................................................................................
2) Briefly discuss the services offered by the National Library of India.
......................................................................................................................
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......................................................................................................................
......................................................................................................................
......................................................................................................................

38
3) Mention some of the important national libraries of the World. Types of Libraries

......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................

2.2.2 Academic Libraries


Use of libraries for reading and reference is an integral part of learning, teaching
and research. Libraries in schools and colleges provide facilities for students and
teachers to read books or consult them for reference, thus widening the scope of
class room learning and teaching. University libraries provide additional facilities
for higher learning, research and dissemination of knowledge.
The massification of higher education has led in recent years to much greater
prominence being given to the role of academic library in supporting learning
and teaching. In the U.K., The Robbins’s Report (Committee on Higher Education,
1963) set the stage with its famous statement of principle: “higher education
opportunities should be available to all those who are qualified by ability and
attainment to pursue them and who wish to do so”.
The Follett Report (1993) set in train strategic thinking which has enabled libraries
to take an institutional lead in some areas, for example, in the development of
broad cross-organisational information strategies.
The effects of information and communication technologies on the changes and
developments taking place in academic libraries cannot be undermined. However,
it has to be recognised that there are other drivers of change. These include the
role of library staff in the direct delivery of teaching, especially in relation to
information literacies, accountability and pressure on resources with consequent
requirement for robust performance and the whole question of the design of the
physical library in an age of electronic communications.
At this point in time, the role that academic libraries will play in future is far
from clear. They remain institutional expertise in information organisation even
if the recognition of this expertise is rather patchy. Their legacy collections are
important and recognised as such. The integration of their services into learning,
teaching and research provides the greatest challenge, with the possible loss of
large numbers of researchers as direct users as alternative patterns of scholarly
communication emerge. Also their remains the question as to what physical
academic library should look like in an age of e-learning and e-research.
However, we need to have understanding of the present situation so far as the
academic libraries are concerned.
The academic libraries comprise: school libraries, college libraries and the
university libraries. Performance of each of these types of libraries is important
in promoting the objectives of their parent organisations to which they are
attached.
39
Library and Information in A) School Libraries
Social Perspective
The librarian of the school library has responsibilities of not only maintaining
the library but also getting involved in activities that would compliment and
supplement classroom teaching. It is necessary for her/him to possess teaching
skills. Story-telling, book talks, demonstrating the lives of birds and animals
through audio-visual aids, etc. are some of other desirable skills that a school
librarian should possess. Most of these activities call for imagination both in
design and presentation. S/he should develop a participative approach with
the teachers and play a supportive role in improving the performance of the
school as a whole.
A school library should offer some of these services to its clientele:
• Lending,
• Information and reference services,
• Guidance and advisory services,
• Preparation of reading lists both on anticipatory and responsive basis,
• Service on current events, activities, personalities, etc. and
• Other routine services.
It may be pointed out that the situation relating to school libraries in India
presents a dismal picture and needs considerable improvement. In this
connection, it is worth pursuing the recommendations of the Secondary
Education Commission and the Directorate of Extension Programme for
Secondary Education of the NCERT to vitalise school libraries.

B) College Libraries
College education provides a completely different environment to students.
Here, the teachers will not be in a position to provide individual attention to
students. Students have to depend more on self-learning. Therefore, college
library plays important role in supplementing class room teaching. In this
section we shall briefly discuss the objective functions, nature of collection
that needs to be built up and the services to be rendered to the different
categories of users.
The major functions of a college library may be summed as under:
• Giving the young minds (boys and girls) a wider and deeper
understanding of different disciplines;
• Preparing the students for advanced studies in various disciplines;
• Preparing the girls and boys for shouldering higher responsibilities in
life;
• Providing adequate reading facilities; and
• Introducing special materials to faculty necessary for their research.
For translating the above functions into practice the college library needs
certain key components. They are:
• A collection of books and other learning material;
• The identification of user community which comprises students, teachers
40
and the college management;
• Physical facilities like building, furniture and other equipment; Types of Libraries

• Professional staff for the library; and


• Finance and budget.
In order to meet the varied academic and extra curricular needs of both
students and the teachers, a college library should acquire a wide range of
learning and teaching materials. The quality of the collection has to be
determined on the basis of a well thought out policy laid down by the library
advisory committee. The librarian and her/his staff using the global selection
tools should bring to the attention of experts worth while titles on different
subjects to build a collection adequate to meet the learning and teaching
requirements. The collection thus acquired must be processed and properly
organised to facilitate its maximum use. The important services to be provided
by a college library comprise the following:
• Textbook Services;
• Lending and interlibrary loan service;
• Reading room services;
• Information and reference services;
• Documentation services on a specific request;
• Display of current journals and new acquisitions to the library;
• Assistance in the use of the library;
• Audio-visual services – such as tape slide demonstrations; and
• Reprographic facilities (on liberal basis).
It goes without saying that use of modern technology in services will facilitate
better performance and efficacy of the library. Voluntary help and service
should be the real motto of the library staff. They should be active partners
in playing supportive role in teaching and learning process and help the
library user community to the maximum extent. Last but not the least aspect
is the funding policy to be followed by the management. They should do
well to follow the accepted norms and standard practices. Modernisation of
the library facilities is the need of the times.
C) University Libraries
An enduring metaphor for the university library is that it is the heart of the
university. The exact origins of this phrase are not clear. However, Grimes
(1998) suggests that it was first used by William Eliot (who was president of
Harvard University, Chicago during the period 1869-1909). Subsequently
the image was picked up in U.K. and appeared in various reports like Parry
Report 1967. The metaphor implies that the academic library is of
unparalleled importance. The objectives and functions of a university library
are derived from the functions of a university which are:
• Learning and teaching;
• Research and generation of new knowledge;
• Dissemination and publication of research results;
• Conservation of knowledge and ideas; and
• Extension and services. 41
Library and Information in i) Functions
Social Perspective
As stated above the major functions of a university library are derived from
the objectives of the university. They comprise:
• Development of a collection in a wide range of subjects for learning,
teaching, research, publication, etc.;
• Getting the stock of knowledge materials organised and maintained for
use;
• Organising and providing a variety of library, documentation and
information services, both responsive and anticipatory.

The user community of university library generally falls under the following
categories:
• Students at different levels of study in different subjects;
• Teachers imparting instructions and guiding students at different levels
and in different subjects;
• Research students working for M.Phil and Ph.D. degrees;
• Post-doctoral research scholars working on specific projects;
• Professors and experts guiding research projects and managing research
activities of the university;
• Members of various academic and executive bodies of the university;
• Scholars in general, who get special privileges of using the university
library; and
• Others.

It can be inferred from the above that university libraries have a great
responsibility and a very important role to play not only in shaping students
for higher learning and research, but also in providing a variety of services
to meet other demands. It must be emphasised here that the university library
is governed as per the statutory laws of the university. Hence the library
system will be subject to scrutiny and evaluation by its academic and
executive councils. There are well laid out policy procedures for its
administration. The chief librarian manages the library as per the policy guide
lines. Let us now consider some of the important features which need constant
and special attention for the successful functioning of a university library.
The major areas of concern of a university library are:
• Collection development;
• Processing and organisation;
• Services;
• Professional staff;
• Physical facilities;
• Finance and budget.

42
Each one of the above components has a significant role to play in the over Types of Libraries
all success of the library as a support mechanism in promoting the goals of
the university in its pursuit for the achievement of higher learning and
research.

ii) Collection Building and Organisation


A major responsibility of the university library is to build a sound collection
of documents carefully geared to the academic needs of students, teachers
and other researchers and scholars engaged in academic pursuits. While it is
not easy to specify what constitutes the best collection, the actual and potential
needs of users have to be ascertained at appropriate intervals. User and use
study techniques and methods developed during the last three decades will
provide some valid basis for collection building. The results of citation
analysis are being adopted in the acquisition of the current journals. The
collection must be need-based and representative. In fact, a university is
rated high or low by the quality of collection it builds. Budget provisions are
the limiting factors in achieving a comprehensive and balanced collection.
Another important factor in the proper management of a university library
concerns the proper housing of the large stock of materials. The materials
should be properly classified and organised and located at right places of use
so that they are easily accessible for any one to use. The physical storage and
filing of all documents, both print and non-print, must be conducive to use.
In particular, the open access system is practised in the modern university
libraries. Adoption of technology adds to the efficacy of the library procedures.

iii) Services
The major success of the university library depends on the range of services
it offers to its users. The services ought to be planned, keeping in view the
general demand for such services, and the capability of the library in offering
such services. The primary concern should be to initiate any service on user
needs and interests. Services can be categorised as follows:

• Library Services:
i) Lending,
ii) Information and reference,
iii) Reading facilities,
iv) Assistance in the use of library, and
v) Display of periodicals and current acquisitions.
• Awareness Services
i) Current Contents of Journals, and
ii) Selective Dissemination of Information (SDI).
• Bibliographic Services
i) Literature search,
ii) Compilation of bibliographies on specific subjects.

43
Library and Information in • Condensation Services
Social Perspective
i) Preparation of abstracts of specific topics,
ii) Digest services, and
iii) Review and preparation of state of the art reports.
• Other Services
i) Document supply services, and
ii) Internet-based search services.
• Special Services
i) User education,
ii) Exhibitions and special displays, and
iii) Special lectures and workshops.
One thing must be noted in the context of the provision of library services.
That is the services will prosper by offering high quality services. The basic
idea about the word quality, becomes when used properly, a statement that
the essential product-customer-purpose linkage has been established.
Fundamentally quality is concerned with meeting the want and needs of
customers. In other words, detailed knowledge and understanding of needs,
preferences, skills, and reactions of users is fundamental to the future of
library. The closer the library can get to its users as individuals the more
likely it is to find a place in the portfolio of services they choose to use. If
libraries can get this right, then they can become the services of choice for
their users. The present trend is towards personalisation.

iv) Professional Staff


The university library staff must be professionally well qualified. They must
match the quality of the teaching and research community in terms of
academic and professional qualifications, experience and expertise. Their
constant interaction with students at different levels, faculty, research scholars,
computer and communication experts, and management experts of the
university ensures the credibility and appreciation from the user community.
It is only through innovative approaches that the user community will be
drawn towards library and its services. Ability of library staff to communicate
with different groups of users and articulate the services organised by the
library will go a long way in establishing good relations. The conduct of the
library staff plays a great role in successful operation of university library.

v) Physical Facilities
There is no gain saying the fact that proper facilities in the form of a planned
building to house the library holdings and servicing them in functional manner
is a necessity which enhances the utility of the library. In planning future
library buildings the impact of computer and communication technologies
will have to be kept in view. Today most of the print materials are available
commercially in micro and machine readable forms making storage problems
rather simple. This aspect must be taken into consideration when space
requirements are formulated. Space allocation must meet the changed
information environment.
44
vi) Finance and Budget Types of Libraries

University libraries generally operate on the budgets allocated by the


universities. The financial allocations are based on certain norms and
recommendations of different commissions on education. According to Raj
Committee, 20% of the university budget should be made available to the
university library. But this provision is not followed uniformly by all
universities. Different yard sticks are applied in different cases. It may be
mentioned here that the cost of university library must be considered in the
context of changing educational technology. It is learnt that the U.G.C. is
seized of the subject and sooner, if not later some policy will be formulated
taking into context the application of ICTs and the changing information
environment. Whatever may be the situation proper funding is necessary for
university libraries.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
4) How does a university library differ from that of a college library?
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2.2.3 Public Libraries


Public libraries have a proud heritage. They are now acknowledged to be an
integral part of community life as promoters of literacy, providers of a wide
range of reading for all ages, and centres for community information services.
Yet, although the practice of opening libraries to public has been known since
ancient times, it was not without considerable opposition that the idea became
accepted, in the 19th century, that a library provision was a legitimate charge on
public funds. It required legislation to enable local authorities to devote funds to
this cause.

By the second half of the 20th century, there was general agreement around the
position that the public library fulfiled three interconnected roles: education,
information and entertainment. It enabled its users to undertake informal learning
as well as providing a place for study, it provided access to organised sources of
information on all subjects, and it provided entertainment, primarily through
lending fiction. Within these roles all libraries developed all manner of services.
However, as budgetary cuts started in UK, it became apparent that public libraries
were struggling to define what this tripartite role really meant in an age of mass
communication and mass formal education.

Policy level studies discussed much more deeply into the role of the public library
and the contribution it makes to society. In 1993 The Comedy Consultancy issued
a report under the title Borrowed Time which focussed on five main areas in
45
Library and Information in which Public Libraries are currently impacting on public life. They are: Education,
Social Perspective
Social Policy, Information, Cultural Entertainment and Economic Development.
Another significant event in this direction took place with the issue of UNESCO
Manifesto on Public Libraries in 1995. This was issued in collaboration with
IFLA. This manifesto emphasises the following aspects:
• The public library which being the local gateway to knowledge, provides a
basic condition for lifelong learning, independent decision-making and
cultural development of the individual and social groups;
• A living force for education, culture and information, and essential agent
for the fostering of peace and spiritual welfare through the minds of men
and women;
• The local centre of information, making all kinds of knowledge and
information readily and freely available to its users;
• Accessible for all, regardless of age, sex, religion, nationality, language or
social status;
• And lastly, the libraries which have collections and services, all types of
appropriate media and modern technologies, as well as materials with high
quality and have relevance to local needs and conditions. Materials must
reflect current trends and the evolution of the society, as well as the memory
of human endeavour and imagination.
The above aspects cover all facets of public library services. The manifesto also
spelt out key missions, which relate to information literacy, education and culture
which are at the core of public library services.

Public libraries were long perceived as places for lending and reading books,
especially fiction and journals for personal education and were not identified
with scientific knowledge. This view of public libraries is obviously changing
and they represent much more and more successful now than they were in the
past. But, what is the role and mission of public libraries in today’s Knowledge
Society?

A) Role of Public Libraries in Knowledge Society


We need to clarify that knowledge society is not a society in which knowledge
is reserved for the privileged and the chosen individuals or specific groups,
but it is intended and must be open to all individuals regardless of age,
education, occupation and religion, and to all social groups regardless of
ethnic origin, size and class origin. Since knowledge itself is a common and
public good and as such intended for all, it must be accessible to all under
the same conditions.
Hence, each society must ensure the ways and mechanisms so that each
individual as well as groups have access to information, sources of
information and knowledge. In a way it is obligation of each State to build
the knowledge society as a complete and fundamental programme of its
long-term development. In other words, everything that is related to the
efficient functioning of public libraries as agents that ensure access to
knowledge and the sources of knowledge must be supported. It may be stated
that these obligations derive from the documents of the World Summit on
Information Society (WSIS). Indeed, the tasks and the mission of public
46 libraries are specially emphasised in the recommendations of the Alexandria
Manifesto on libraries in the building of the information society. This Types of Libraries
manifesto stresses the role of libraries in the democratic process and in the
information and knowledge society. All this is based on the fundamental
human right to knowledge, learning and communication without any barriers.
Indeed, public libraries are intended for and directed to all that live and
work in a community regardless of level of education and culture, occupation
or level of knowledge in order to serve their informational needs.
Special role of Public Libraries in Knowledge Society:
• Education – especially self-education where public libraries have a long
and successful history, also in life-long learning which is an irreplaceable
way of personal growth in today’s world;
• Information – ensuring access to information for all, has become an
obligation in the realisation of human rights;
• Cultural enrichment – access to different sources of information and
knowledge for all. This also includes literacy advancement, which today
also means information literacy, as well as awareness of the need to
read as a main process to acquiring knowledge, which means not only
to see something, but to be informed and acquire knowledge;
• Economic development – public libraries must act as a form of local
economic information service, in accordance with the main economic
aspects of the areas tourism, agriculture, manufacture, technologies etc.
Public libraries are also the most appropriate places to obtain all needed
information and statistics concerning all the above.
In this connection, it may be said that no society can effectively function and
progress with out proper communication system. This is true even more in
case of knowledge societies where the process of transmitting and accessibility
of information and sources of knowledge are absolutely indispensable. If we
accept the fact that public libraries play an important and fundamental role
in our societies, they should adapt themselves and gear their functions in
that direction. This must be one of the strategic goals of their development
which should of course, be in accordance with the concept of national
advancement of building knowledge society.
The National Knowledge Commission (NKC) of India has recently decided
to give priority to the development of public libraries in India as one of the
steps to be taken towards transforming Indian society into knowledge society
and converting Indian economy into a Knowledge-based Economy (KBE).
This effort needs to be applauded.
Self Check Exercise
Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
5) Discuss the special role of public libraries in a knowledge society.
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Library and Information in 2.2.4 Special Libraries
Social Perspective
The national, university and public libraries form the network of general libraries
more or less accessible to the general public. There are a large number of libraries
beyond this network. They are established by special groups of users to meet
their own needs. Many of these originated with learned societies and especially
with the great scientific and engineering societies founded during the 19th century
to provide specialist material for their members. Thus some special libraries
were founded. With the coming of Industrial Revolution arose the need for
working class educated in technology, and industrialists and philanthropists
provided facilities and books necessary for technical instruction. Special libraries
are attached to official institutions, such as government departments, hospitals
and the like. For the most part, however they came into being in order to meet
specific needs in commercial and industrial organisations. Special libraries are
planned strictly on practical lines, with activities and collections carefully
controlled in size and scope. They are largely concerned with communicating
information to specialist users in response to –or preferably in anticipation of –
their specific needs. Special libraries have therefore been much concerned with
theoretical investigation of information techniques including the use of computers
for information retrieval.

A) Definition and Meaning


In the expression special libraries the word special has to be interpreted to
mean specialist to get closer to the concept. As a matter of fact, these are
libraries that serve a particular institution that has a specific role to play, and
they will therefore tend to be one subject oriented libraries. For example,
they could serve a hospital, or an industrial organisation or a scientific
institution, etc. They also vary in size depending in part of the size of the
institution they serve whose information needs are defined. Special libraries,
some times referred to as information centres, are located in multitude of
settings including international organisations.

B) Functions and Services


o Special libraries organise the resources they collect in ways that best
suit local needs;
o Analyse, synthesise and evaluate information and data;
o Provide critical reviews, reports and compilations;
o Provide abstracts, indexes and extracts;
o Perform literature searches and compile bibliographies;
o Disseminate current information and SDI which stimulate research; and
o Establish a monitoring system for the evaluation of performance.
The above stated functions of special libraries make them more user centred
engaged in the provision of need-based services.

C) Services
Special librarians have become adept at reading the runes (to try to guess
what is going to happen in the future by examining what is happening now)
of the environment in which their parent organisations operate. Therefore,
48
they scan information sources to find material that they know will interest Types of Libraries
their clientele. They master the ways and means of presenting information
that will save the time of their busy customers. Special libraries generally
provide the following services to their user community:
• Reference Service;
• Awareness Services such as Current Awareness and routing, news letters
and other bulletin services;
• Personalised and customised information services such as SDI;
• Specialised services like consolidation and repackaging of information;
and
• Analysis, synthesis and evaluation of information and data and
preparation of critical reports as and when required.
In all these activities they use information technology available to them. For
this purpose the staff need to be specially trained in modern information
technology, particularly in practical usage aspects. Only then, the staff will
be in a position to deliver the type of services expected of them. It goes with
out saying that they should be qualified in the subjects in which the parent
organisations operate.

In the foregoing pages we have briefly discussed the nature, functions and
services provided by different categories of conventional libraries. The
discussion provides you the basic knowledge necessary to have a proper
understanding of the functioning of different types of libraries.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
6) Discuss the need for special libraries and the services they offer to their
clientele.
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2.2.5 Digital Libraries


The idea of easy, finger-tip access to information – what we conceptualise as
digital libraries today has its origin in Vannevar Bush’s Memex Machine and has
continued to evolve with each advance in information technology. When
computers were connected into large networks forming the Internet, the concept
evolved again, and research turned to creating libraries of digital information
that could be accessed by any one from any where in the world. The fundamental
reason for building digital libraries is a belief that they will provide better delivery
of information than was possible in the past with traditional libraries. Therefore,
49
Library and Information in phrases like electronic library, virtual library, library without walls, and digital
Social Perspective
library have sprung up and all have been used interchangeably to describe this
broad concept. But, what does this phrase mean? What is a digital library? And
what are the issues and challenges in creating digital libraries? Also what are the
issues involved in creating a coordinated scheme of digital libraries? This section
is intended to provide a overview of digital libraries and briefly discuss answers
to some of the above questions.

A) Definition
There is much confusion surrounding the phrase digital library arising out
of three factors. First, the library community has used several different phrases
over the years to denote this concept – electronic library, virtual library,
library without walls and it never was quite clear what each of these different
phrases meant. Digital library is simply the most widely accepted term and
now is used exclusively at conferences, online and in the literature.

The second factor adding to the confusion is that digital libraries are at the
focal point of many areas of research, and what constitutes a digital library
differs depending upon the research community that is describing it. For
example:
• From an information retrieval point of view, it is a large database.
• For people who work on hypertext technology, it is one particular
application of hypertext methods,
• For those working in wide-area information delivery, it is an application
of the Web, and
• For library science, it is another step in continuing automation of
libraries.
Third, confusion arises from the fact that there are many things on the Internet
that people are calling digital libraries, which from a librarian’s point of
view are not. For example:
• For computer scientists and software developers, collections of computer
algorithms or software programs are digital libraries;
• For database vendors, their databases and electronic document delivery
services constitute digital libraries;
• For large corporations, a digital library is the document management
systems that control their business documents in electronic form; and
• For a publisher, it may be an online version of catalogue.

So what is a working definition of a digital library that makes sense to


librarians? It may be mentioned here that the most scientific definition arising
from the community of library practice is the one set forth by the Digital
Library Federation: “Digital Libraries are organisations that provide the
resources, including the specialised staff, to select, structure, offer intellectual
access to, interpret, distribute, preserve the integrity of, and ensure the
persistence over time of collections of digital work so that they are readily
and economically available for use by a defined community or set of
communities”. However, the interest and concerns of both communities
50
(librarians and computer specialists) are reflected in a broader, two part Types of Libraries
definition that arose from a research workshop on social aspects of digital
libraries:

• “Digital libraries are a set of electronic resources and associated technical


capabilities for creating searching and using information. In this sense,
they are an extension and enhancement of information storage and
retrieval systems that manipulate digital data in any medium (text,
images, sounds, statistic and dynamic images) and exist in distributed
networks. The content of digital libraries includes data, metadata; they
describe various aspects of the data (i.e. representation, creator, owner,
reproduction rights) and metadata that consists of links or relationships
to other data or metadata whether internal or external to the digital library.

• Digital Libraries are constructed – collected and organised – by [and


for] a community of users and their functional capabilities support the
information needs and uses of that community. They are a component
of communities in which individuals and groups interact with each other,
using data, information and knowledge resources and systems. In this
sense, they are an extension, enhancement, and integration of a variety
of information institutions as physical places where resources are
selected, collected, organised, preserved, and accessed in support of a
user community. These information institutions include among others,
libraries, museums, archives, etc. Digital Libraries also extend and serve
other community settings, including classrooms, offices, laboratories,
homes and public spaces”.

B) Characteristics
It is to be noted that characteristics mentioned below have been gleaned
from various discussions about digital libraries, both online and imprint.
• Digital libraries are the digital face of traditional libraries that include
both digital collections and traditional, fixed media collections. So they
encompass both electronic and paper materials.
• Digital libraries will also include digital materials that exist outside the
physical and administrative bounds of any one digital library.
• They include the processes and services that are the backbone and
nervous system of libraries. However, such traditional processes though
forming the basis of digital library work will have to be revised and
extended to accommodate the differences between new digital media
and traditional fixed media.
• Digital libraries provide a coherent view of all of the information
contained within a library, no matter its form or format.
• They will serve particular communities or constituencies, as traditional
libraries do now, though those communities may be widely dispersed
throughout the network.
• Digital libraries will require both the skills of librarians and as well as
those of computer scientists to be viable.

51
Library and Information in C) Issues and Challenges in Creation
Social Perspective
The optimism and hype from the early 1990s has been replaced by a
realisation that building digital libraries will be a difficult, expensive, and
long term effort [Lynch, 1995]. Creating effective digital libraries poses
serious challenges. The integration of digital media into traditional collections
will not be easy, like previous new media (such as video and audio tapes),
because of the unique nature of digital information – it is less fixed, easily
copied, and remotely accessible by multiple users simultaneously. Some of
the more serious issues facing the development of digital libraries are outlined
in this section.

D) Technical Architecture
The first issue is that of the technical architecture that underlines any digital
library system. The architecture will include components such as:
• High-speed local networks and fast connectors to the Internet,
• Relational databases that support a variety of digital formats,
• Full - text search engines to index and provide access to resources,
• Electronic document management functions that will aid the overall
management of digital resources.
One of the important things to note about technical architectures for digital
libraries is that they would not be monolithic systems with which librarians
are familiar. Instead, they will be a collection of disparate systems and
resources connected through a network, and integrated within one interface,
most likely a web interface. The resources supported by the architecture
may include:
• Bibliographic databases that point to both paper and digital materials,
• Indexes and finding tools,
• Collection of pointers to Internet resources,
• Directories,
• Photographs,
• Numerical data sets, and
• Electronic journals.
Though the above mentioned resources may reside on different systems and
in different databases, they would appear as though they were one single
system to the users of a particular community.

E) Building Digital Collections


One of the essential issues in creating digital libraries will be the building of
digital collections. Obviously, for any digital library to be viable, it must
have a digital collection with the critical mass to make it really useful. There
are three methods of building digital collections:
• Digitisation – converting paper and other media in existing collections
to digital form;

52
• Acquisition of original digital works created by publishers and others. Types of Libraries
For example: electronic books, journals etc.,
• Access to external materials not held in-house by providing pointers to
websites.
F) Metadata
Metadata is another issue central to the development of digital libraries.
Metadata is the data that describes the content and attributes of any particular
item in a digital library. It is a concept familiar to librarians because it is one
of the primary things that librarians do. For example, they create cataloguing
records that describe the documents. While there are formal library standards
for metadata, namely AACR-2R, such records are very time consuming to
create and require specially trained personnel to undertake such work.

Therefore, simpler schemes for metadata creation are being proposed. One
such scheme is Dublin Core, an effort to try and determine the core elements
necessary to describe materials. The lack of common metadata standards is
another barrier to information access and use in a digital library.

G) Naming, Identifiers, and Persistence


Another important issue related to metadata is the problem of naming in a
digital library. Names are strings that uniquely identify digital objects and
are part of any document’s metadata. Names are important in a digital library
just as ISBN number in a traditional library. They are needed to uniquely
identify digital objects. Any system of naming that is developed must be
permanent and be lasting indefinitely. It means the name cannot be bound
up with a specific location. The unique name and its location must be separate.
The name must remain valid whenever documents are moved from one
location to another. Three of the schemes proposed to solve this problem
are: PURLs, URNs, and Digital Object Identifiers (DOI).

PURLs: Persistent Uniform Resource Locators (PURLs) are a scheme


developed by OCLC in an attempt to separate a document name
from its location and therefore increase the probability that it will
always be found.

URNs: Uniform Resource Names (URN) is a development of the Internet


Engineering Task Force (IETF). A URN is not a naming scheme in
it self, but a framework for defining identifiers.

DOI: Digital Object Identifier (DOI) is a joint initiative by American


Publishers and the American Corporation for National Research
designed to provide a method by which digital objects can be
reliably identified and accessed.

H) Copyright / Rights Management


One of the barriers to digital library development is copyright. The current
paper-based concept of copyright breaks down in the digital environment
because the control of copies is lost. Digital objects are less fixed, easily
copied, and remotely accessible by multiple users simultaneously. The
problem for libraries is that, they do not own their information. Libraries do
53
Library and Information in not hold the copyright of the material they possess. Therefore, they can not
Social Perspective
freely digitise and provide access to copyrighted materials in their own
collections. Instead they will have to develop mechanisms for managing
copyright. Such mechanisms which allow them to provide information
without violating copyright are called rights management.

I) Presentation
Another important issue associated with digital libraries is preservation that
is keeping digital information available in perpetuity. In the preservation of
digital materials, the real issue is technical obsolescence. In other words,
preservation of digital information will mean constantly coming up with
new technical solutions. There are three types of preservation that one can
refer to. They are:
• The preservation of the storage medium;
• The preservation of access to content;
• The preservation of fixed-media materials through digital technology.
There are many more problems and challenges relating digital libraries,
however the scope of the Unit is confined to the basics and hence they are
not discussed here.

It has been pointed out that the current technologies focus on conversion of
paper to digital formats and not conversion of the library into a digital format.
In this way, the digitisation is comparable to the technology of microforms.
“it is more accurate to discuss the concept of digital libraries in terms of
digital coherence and its application to library collections than to discuss
the replacement of libraries in general with digital incarnations”. Digital
coherence can become a tool with which the library can provide value -
added information services to users. While a good deal of literature on digital
libraries emphasises technology and resources at the expense of service
perspective, a number of authors and researchers have considered human
interaction in the digital library environment. It may be stated that the digital
library proponents must consider the role of people (as users and service
providers) if the digital library is to be truly beneficial. Technology and
information resources on their own can not make an effective digital library.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
7) Explain the concept of a digital library.
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54
2.2.6 Virtual Libraries Types of Libraries

Much of the explanation surrounding the emerging 21st century library is based
on the opportunities provided by enhanced access to information resources
through the use of networked information technologies. Existing libraries are a
product of an intersection and an interaction of people, resources, and procedures.

The delivery of services to patrons and other users, including library staff, is
built upon the collective personnel, information, and technological resources
that constitute the library. Library professionals (experts) are accepting the
potential and practicality of virtual libraries to better serve users by providing
access to a broader range of information than available locally and by supporting
traditional resource sharing among libraries.

A) Definition of Virtual Library


“A Virtual Library is a selected organised collection of units (nodes) of
documentary resources
• Spread everywhere (space);
• Accessible always (time);
Where individuals and groups as
• Authors (producers of documents);
• Publishers (editors of documents);
• Readers (users of documents)
Are linked across the global electronic network and related in different ways
to documents that are:
• Fast and easily obtainable
• Available in their full version.
In view of satisfying multiple cultural exigencies (information, learning and
entertainment, etc.).”

But, according to Allan Powell “the virtual library can have many definitions,
including: A library with little or no physical plant of books, periodicals,
reading space, or support staff, but one that disseminates selective information
directly to distributed library customers, usually electronically. A more
traditional library that has transformed some significant portions of its
information delivery channels into electronic format, so that many or most
of its customers do not need to visit the library to obtain information. A
library that operates as a nexus of selected information management activities
within the organisation, some of them centralised, but most of which happen
through the efforts of decentralised staff, resources, systems, and even outside
suppliers, who are accessible and dispersed through out the organisation”.
“The key characteristics of a true virtual library are:
• There is no corresponding physical collection,
• Documents will be available in electronic formats,
• Documents are not stored in any one location,
55
Library and Information in • Documents can be accessed from any workstation,
Social Perspective
• Documents are retrieved and delivered as and when required, and
• Effective search and browse facilities are available” (Sherwell, 1997).
The realisation that convergence of communications and computing
technologies offer opportunities for extending the reach and the range of the
traditional library is driving the acceptance of the virtual library concept.
The Internet, the Web, and digital collections provide a context for making
the idea of a virtual library real.

B) Virtual Library Design


A pragmatic approach for designing virtual libraries is to focus on services
rather than on technology. A service-based architecture for a virtual library
is essential and provides the framework to accommodate both digital
resources and the collections that will not be transformed into bits and bytes.

C) Service-Based Architecture
Since the library, by its nature, is primarily a service institution, a service
philosophy should guide the virtual library. A library collects books and
other materials, and appoints qualified staff with a view to provide services
to its users. The following components must be taken into consideration
while building a virtual library:
• Users,
• Services,
• Resources,
• Technology,
• Management,
• Policy,
• Funding.
If we consider services as the output of the virtual library, the other
components should serve as infrastructure for the creation and delivery of
services to users. The interaction of different components of a virtual library
are shown in the figure.

Management
• Policy
• Funding

User Technology
SERVICES
groups

Resources
• Staff
• Information

Fig. 2.1: Components of a Virtual Library


56
It may be emphasised that user needs define and shape appropriate services, Types of Libraries
which are based on available resources, including staff and information.
Technology, in the form of many different tools, supports the delivery of
services. Of course, the management identifies and prioritises the services
and formulates overall policy. Management also acquires and allocates the
funding necessary for the infrastructure, services and the infrastructure needed
for their delivery (resource and technology). Service-based architecture not
only identifies components of the virtual library and indicates where funds
to be allocated, it also allows the development of service quality benchmarks.
For any service, we need to indicate the goals and objectives of the service,
and then propose performance metrics by which to assess the utility of a
service and ultimately, the value of the service to users.

D) Virtual Library: Services for Users


Though demographic characteristics play an important role in deciding users
of virtual library, the boundaries can be wider and more inclusive. Focussing
on services allows us to think about the types and levels of services we are
going to provide to a variety of user groups. Defining the services for any
group directs us to the technologies appropriate to those groups. The types
of services provided by a virtual library comprise the following:
• Resource discovery services,
• Access services,
• Reference services,
• Instruction service, and
• Patron account service.
Resource discovery service: This service provides users with a variety of
tools and approaches for discovering the existence of appropriate resources.
Typically, a user will search one or more repositories of metadata, full text,
or images to identify and select resources. Three types of searches are possible:
i) Single Database Searching, ii) Broadcast Searching, and iii) Integrative
Searching.
Access service: Once the user has discovered the resources, the access service
addresses getting the information to the user. It depends on the users’ paying
capacity.
Reference service: Both cost and quality of service are important
considerations for establishing reference service. With the limited resources
made available for reference service the library must consider priority of
serving various user groups.
Instruction service: This service focuses on appropriate training and
instruction activities to assist users. Users will need to know how to use the
new and emerging technologies. But, more importantly they may need help
in understanding what resources are available, their costs, and their
authenticity.
Patron (user) account service: This service area addresses user activities
including accessing account information through the network, use the service
to order materials, or pay for the resources.
57
Library and Information in The above list of services is illustrative and not comprehensive. These five
Social Perspective
services are intended to provide a point of departure for discussing what the
virtual library might provide.

E) Standards and Interoperability for Virtual Library


The virtual library is a focus for collaboration and collaborative services. In
the network environment, there is an assumption that systems and
organisations interoperate. Definitions of interoperability reveal common
themes: working together, exchanging information, interacting without
special effort on the part of the user, or operating together effectively. Usually
the content of the interoperability is focussed on technical interoperability
between information systems. For example, a system-centric definition of
interoperability might be the ability of two or more systems or components
to exchange information and use the exchanged information without special
effort on the part of either system. In service-based virtual library, a focus on
users should inform the concept of interoperability so that the users may
successfully search and retrieve information from two or more systems in a
meaningful way with confidence.

The implementation of standards such as Z39.50 enables interoperability


among systems. But, implementing such technologies and offering services
based on interoperable systems require a clear understanding of the
information access and use issues.

Collaboration among libraries has always been manifested in resource sharing


programmes. Opportunities for resource sharing increase with a virtual library
as the research of librarians and users extend to a broader and more
comprehensive range of resources. Many different groups can benefit from
a virtual library. The challenge is to ensure that the various groups have
opportunities to participate in the design, development and governance of
the virtual library. Indeed the virtual library offers a new context for taking
traditional library collaboration forward.

Self Check Exercise


Note: i) Write your answers in the space given below.
ii) Check your answers with the answers given at the end of the Unit.
8) What is a virtual library? Discuss its characteristics.
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9) What is meant by interoperability? How can it help users of a virtual library?
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58
2.2.7 Hybrid Libraries Types of Libraries

The hybrid library is a term that has entered the parlance of library and information
profession recently. It is stated that the term hybrid library was first coined in
1998 by Chris Rusbridge in an article published in the D – Lib Magazine.

A) What is a hybrid library?


Hybrid library is a term used by librarians to describe libraries containing a
mix of traditional print library resources and the growing number of electronic
resources. In other words hybrid libraries are a mix of traditional print
materials such as books, and magazines as well as electronic based materials
such as downloadable audio-books, e-books and electronic journals etc. The
challenge associated with the management of hybrid library is to encourage
end-user resource discovery and information use, in a variety of formats and
from a number of local and remote sources, in a seamlessly integrated way.

Hybrid libraries evolved in the 1990s when electronic resources became


easily available for libraries to acquire for public use. In the beginning
electronic resources were typically accessed to material distributed on media
such as CD-ROM or searchers of special databases. OCLC helped to push
libraries towards acquiring digital resources by providing a centralised
technology resource for participating libraries. Now, with the widespread
availability of digital content, it includes internet resources and documents
which are online, such as e-prints.

The hybrid library should be “designed to bring a range of technologies


from different sources together in the context of a working library, and also
explore integrated systems and services in both electronic and print
environments” (Chris Rusbridge, 1998). The hybrid library should not, then,
be seen as nothing more than an uneasy transitional phase between the
conventional library and digital library, but rather, as worth while model in
its own right, which can usefully developed and improved.

It may be pointed out that this kind of library has been given other labels.
The concept of “gateway library”, for instance, seems to be one which
describes a similar idea. In other words, the gateway library and hybrid
library are the same. They describe the real world situation where libraries
provide access to a range of different media but also express the ideal of
greater integration.

Hybrid libraries need staff that is trained in helping users navigate the vast
amount of information available in digital age. The staff should have expertise
and training in handling electronic media as well as traditional print forms.

B) Issues in Hybrid Library


Some of the issues facing the hybrid libraries are: digital divide,
interoperability, collection development, ownership of electronic resources
and preservation of digital media.

The term digital divide is used to describe the gap between those with
information technology knowledge and those who do not possess this
knowledge.
59
Library and Information in Usually the concept of interoperability is focused on technical interoperability
Social Perspective
between information systems. For example, a system-centric definition of
interoperability might be the ability of two or more systems or components
to exchange information and use the exchanged information without special
effort on the part of either system. The hybrid libraries own and subscribe to
different resources in different formats. Some of the common formats are
e-journals, serials, print monographs, CD and DVD. The main components
of digital library framework are user interfaces, repository, handles system,
and search system. The handle system and search system are the major
components that should be designed with interoperability features to search
across different repositories owned by different vendors. The user interface
should be designed in such a way that it helps library users develop a common
knowledge to do searches across all repositories.

i) Collection Development

Collection development is another challenge facing the hybrid libraries. The


process is similar to that of a traditional library. In fact, hybrid libraries follow
the same policies and procedures followed in traditional library collection
development.

ii) Ownership of Electronic Resources

This is one of the problematic aspects faced by hybrid libraries. Ownership


of electronic materials is virtual and not physical. There are no clear policies
about the ownership of electronic materials once the subscription is cancelled
or expired. Libraries have to pay attention to the legal contracts from the
database vendors. If the hybrid libraries plan on archiving the electronic
resources, then there are legal issues related to it. The most important issues
are intellectual property and authenticity of digital information.

iii) Preservation of Digital Media

To make the preservation of digital media cost - effective, standardisation of


different media format is required. The three possible approaches to the
problem are:

i) Technology preservation,

ii) Emulation, and

iii) Migration.

In technology preservation method, both hardware and software related to


digital information are preserved. This may not be cost-effective because
changes to hard ware and different versions of software need to be either
maintained or constantly upgraded. In emulation some emulator software
programmes will mimic the hardware and software of the original data and
display in the original format. In migration, digital information is converted
to a standard media with standard format.

60
Self Check Exercise Types of Libraries

Note: i) Write your answer in the space given below.


ii) Check your answer with the answers given at the end of the Unit.
10) Discuss the concept of hybrid library and indicate some of the issues relating
to it.
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2.3 SUMMARY
Libraries are an important resource for individuals and for communities of people
who are interested in the preservation of knowledge. Their importance stems
from their ability to maintain records of human endeavour within a range of
different contexts using many different types of media. Libraries will therefore
continue to play important social, cultural, technical, and pedagogic roles in the
future. Obviously, some changes in the library concept will be needed in order to
accommodate the requirements of the new information storage and delivery
technologies and what these enable people to do.

This Unit discusses different types of libraries, their characteristics, functions


and services. It starts with traditional libraries. In this regard, National Libraries,
Academic Libraries, Public Libraries, and Special Libraries have been described
and their functions and services have been briefly explained. The entire discussion
is centred around the role of the emerging 21st century library based on the
opportunities presented by enhanced access to information resources through
the use of networked information technologies. In fact, existing libraries are a
product of an intersection and an interaction of people, resources, and procedures.
The realisation that the converging of communications and computing
technologies offer an opportunity for extending the reach and range of the
traditional library is driving the acceptance of concepts like digital libraries,
virtual libraries, and hybrid libraries. There fore, the latter part of this Unit is
devoted to the discussion on digital libraries, virtual libraries, and hybrid
libraries. A pragmatic approach for designing digital, virtual, and hybrid libraries,
is to focus on services rather than on technology. A service-based architecture
for creating the emerging library is a logical starting point because library, by its
nature, is primarily a service institution. It may be pointed out that a simple
focus on faster access to more information generally has only the end-user of the
information in mind, where as service-based architecture can address the roles
and responsibilities of the people who staff these libraries as well as the people
who use them. Hence, emphasis has been given to this approach in discussing
the design, development and management of digital, virtual and hybrid libraries.
61
Library and Information in
Social Perspective 2.4 ANSWERS TO SELF CHECK EXERCISES
1) The Final Report of the Regional Seminar on the Development of National
Library in Asia and Pacific Area, held at Manila in 1964, contained the
following as functions of a National Library can be stated as under:
• to provide leadership among libraries;
• to serve as permanent depository for all publications issued in the
country;
• to acquire other types of materials;
• to provide bibliographical services;
• to serve as coordinating centre for cooperative activities; and
• to provide service to government.
Keeping in view the practices followed in some important national libraries
of the World, we may study the objectives and functions under convenient
groups mentioned below:
• functions relating to collection development and conservations,
• disseminating functions,
• preparation of national bibliographies, and
• services offered to users.
It may be noted that in India, the National Bibliography is published by the
Central Reference Library located in the National Library campus at
Belvedere, Calcutta.

2) The National Library of Calcutta, India, presently provides the following


services:
• Lending service including inter library loan;
• Reading facilities;
• Bibliography and Reference services; and
• Reprography (document supply) services.
3) Some of the national libraries of the World are:
i) Library of Congress (L.C.), Washington, D.C.
ii) The British Library, London, U.K.
iii) Russian State Library (Formally called the Lenin Library), Moscow.
iv) The National Diet Library of China, Peking.
v) Australian National Library.
4) University libraries are intended to help and support the universities in
realising the objectives of the University of which they are part. The major
functions of a university library are:
• Development of collection in a wider range of subjects for learning,
teaching and research, publications etc.
62
• Organisation and maintenance of the collected material for use, Types of Libraries

• To design and organise and provide a variety of documentation and


information services both responsive as well as anticipatory.

A university library is distinct from a college library in functions such as


research, conservation of knowledge and ideas and publication of research
results. Therefore in a university library, the collections, the different house
keeping operations, and the services have to be different from that of college
library. The competence of staff required to perform those functions must be
high and requires scholarship, effective communication skills and ability to
innovation.

5) Public Libraries are intended for and directed to all that live and work in a
certain community, to all ages, from children to elders, to all social, national
and religious groups, to all regardless of level of education and culture,
occupation or level of knowledge in order to serve their cultural and
informational needs.

In accordance with this, public libraries participate in five major fields of


public life. They are:
• Education – especially self-education and life-long learning;
• Political life – participation in the realisation of democratic and civil
rights and duties;
• Information – ensuring access to information for all, has become an
obligation in the realisation of human rights;
• Cultural enrichment – access to different sources of information and
knowledge for all which includes literacy advancement, information
awareness;
• Economic development – public libraries must act as a form of local
economic information service in accordance with the main economic
aspects of the area.
Since knowledge is the public good and as such intended for all, it must be
accessible to every one. Each individual and social group would have
equitable access to knowledge and sources of knowledge. It is the obligation
of each state to build the knowledge society and public libraries have an
important role in this endeavour. In India the National Knowledge
Commission has realised this fact and has recommended to the Government
of India a development plan for this purpose.

6) It may be mentioned that World War I, and II accelerated the process of


industrial development backed by scientific and technological research.
Research and Development became increasingly institutionalised. This trend
led to the growth of special libraries collections and new services by libraries.
Thus libraries were established to serve special groups of users to meet their
own needs. Special libraries are planned on strictly practical lines with
activities and collections carefully controlled in size and scope. The special
libraries are mainly concerned with communicating information to their users.
The word special must be interpreted to mean specialist to get a clear concept
of Special Library.
63
Library and Information in Special librarians have become adept at reading the runes of the environment
Social Perspective
in which their parent organisations operate. They scan information sources
to find material that they know will interest their clientele. Special libraries
generally provide the following services to their user community:
• Reference Service;
• Awareness Services such as Current Awareness and routing, news letters
and other bulletin services;
• Personalised and customised information services such as SDI;
• Specialised services like consolidation and repackaging of information;
and
• Analysis, synthesis and evaluation of information and data and
preparation of critical reports as and when required.
In all these activities they use information technology available to them.

7) The concept of digital library has several differing interpretations, derived


from different communities involved in digital library research, practice,
organisation, and commerce. In other words, there is no agreed upon definition
of digital libraries. Different perspectives about digital libraries, together
with competing visions and associated definitions, come from different
communities that are involved in digital library work. We shall consider two
communities: research and practice. The research community grounded
mostly in computer science, asks research questions directed towards their
technology oriented aspects and components. On the other hand, the practice
community, grounded mostly in library and information science, asks
developmental, operational, and use questions in real-life economic and
institutional contexts, restrictions and possibilities, concentrating on
applications on the use end of the spectrum.
Digital Libraries Federation (DLF) which represents libraries provides an
agreed definition of digital library as follows: “Digital Libraries are
organisations that provide the resources, including the specialised staff, to
select, structure, offer intellectual access to, interpret, distribute, preserve
the integrity of, and ensure the persistence over time of collections of digital
work so that they are readily and economically available for use by a defined
community or set of communities”.
Borgman provides a definition of digital libraries which may be considered
as a bridge between the research community definition and the practical
community definition in the following way: “Digital libraries are a set of
electronic resources and associated technical capabilities for creating
searching and using information. In this sense, they are an extension and
enhancement of information storage and retrieval systems that manipulate
digital data in any medium… The content of digital libraries includes data,
metadata; they describe various aspects of the data and metadata… Digital
Libraries are constructed – collected and organised – by [and for] a community
of users and their functional capabilities support the information needs and
uses of that community”.
However, it may be emphasised that the digital library is not merely
equivalent to a digitised collection with information management tools. It is
64
also a series of activities that bring together collections, services, and people Types of Libraries
in support of life cycle of creation, dissemination, use, and preservation of
data, information and knowledge.

8) The term Virtual Library has been defined in different ways. “It is a selected
organised collection of units of documentary resources Spread everywhere
(across space), Accessible always (through out the time), Where individuals
and groups are linked across the global electronic network and related in
different ways to documents that are fast and easily obtainable and available
in their full version., in view of satisfying multiple cultural exigencies
(information, learning and entertainment, etc.).

In other words, it is a library in which the holdings are found in electronic


stacks. It is a library that exists, without any regard to physical space or
location. It is a technological way to bring together the resources of various
libraries and information services, both internal and external, all in one place,
so that users can find what they need quickly and easily.
The important characteristics of a true virtual library are:
• There is no corresponding physical collection,
• Documents will be available in electronic formats,
• Documents are not stored in any one location,
• Documents can be accessed from any workstation,
• Documents are retrieved and delivered as and when required, and
• Effective search and browse facilities are available”.
The types of services provided by a virtual library comprise the following:
i) Resource discovery services,
ii) Access services,
iii) Reference services,
iv) Instruction service and
v) Patron (user) account service.
9) In a networked environment, there is a fundamental assumption that systems
and organisations will interoperate. The concept of interoperability is focussed
on technical interoperability between information systems. It is the ability
of two or more systems or components to exchange information and use the
exchanged information without special effort on the part of either system.
The implementation Z39.50 enables interoperability among systems.

10) The hybrid library is a term used by the librarians to describe libraries
containing a mix of traditional print library resources and number of electronic
resources. The term was first coined by Chris Rusbridge in 1998.

Hybrid libraries evolved in 1990s when electronic resources became easily


available to libraries.

Some of the issues facing the hybrid libraries are: the digital divide,
interoperability, and collection development, ownership of electronic
65
Library and Information in resources and preservation of digital media. The term digital divide is used
Social Perspective
to describe the gap between those with information technology knowledge
and those who do not possess such knowledge. The complicated and changing
copyright laws are a challenge for many virtual libraries as it is difficult to
make sure whether their users are using digital items lawfully. Also, hybrid
libraries need trained staff to help users to navigate the vast amount of
information available in the digital age.

2.5 KEYWORDS
Academic Libraries : The libraries associated with educational institutions.
Audio-visual : Hearing and seeing.
Browsing : To look through a book in a casual manner.
Consolidation : Comprehensive account, descriptive or critical
reported separately in different sources but brought
together on a specific subject for use.
Digest : A Publication comprising summaries of information
on a single topic or a number of related topics.
Digital Coherence : It means all the objects in a digital library, whether
sounds, images, texts, or some other media can be
treated in essentially the same way. Prior to digital
coherence, libraries needed to treat various media
differently. This concept permits equality among
various information resources.
Digital Library : A software system that is based on a architecture
System (DLS) and provides all functionality required by a
particular digital library. Users interface with a
digital library through the corresponding DLS.
Disintermediation : The term is used for the process where by users are
encouraged to interact directly with services.
Information Behaviour: The ways in which users seek, acquire and utilise
information.
Information Literacy : The knowledge and skills required to locate and use
information contained in various formats. The
ability to make significant connections to form
interpretations, to provide context, etc.
Innovative : Bring in novelties; make changes in.
Interoperability : It is concerned with standards needed to enable
systems to interact and information to be stored,
transported and communicated between and across
them.
Library Network : Interlinking library resources and services by means
of computer and communication technologies.

66 Lifelong Learning : Learning throughout life continues to be emphasised


Metadata : It is data about data – consists of descriptions of Types of Libraries
information objects (books, Web pages, audio tapes
etc.). The term is usually applied to structured data
since without structure it is impossible to process
the information contained in a metadata record.
Networked Learning : A term used to describe all the methods of
delivering, learning which rely on information and
communications technologies.
Repackaging : Reports prepared or presented to suit a particular
group of users.

2.6 REFERENCES AND FURTHER READING


Abram, S. “Post Information Age Positioning for Special Librarians: Is Knowledge
Management the Answer”. Information Outlook 1.6 (1997): 18-25. Print.
Arms, W.Y. Digital Libraries. Cambridge MA: MIT Press, 2000. Print.
Borgman, C.L. et al. “Social Aspects of Digital Libraries: Final Report to the
NSF”. 1996.
Borgman, C.L. “What are Digital Libraries? Competing Visions”. Information
Processing & Management, 38. 3 (1999): 227-243. Print.
Brophy, Peter. The Academic Library. 2nd ed. London: Facet Publishing, 2005.
Print.
--- . The Library in the Twenty-First Century. London: Facet Publishing, 2007.
Print.
Candela, L. “Setting the Foundations of Digital Libraries: The DELOS
Manifesto”. D-Lib Magazine, 13.3/4 (2007). Print.
Cleveland, G. Digital Libraries: Definitions, Issues and Challenges. 1998 Web.
25 September 2012. http://archive.ifla.org/VI/5/op/udtop8/udtop8.htm
Dolan, J. A Blue Print for Excellence: Public Libraries 2008 – 2011: Connecting
People to Knowledge and Inspiration. London: MLA, 2007. Print.
The European Library. Connecting Knowledge. Web. 27 September 2012.
< http://www.theeuropeanlibrary.org/tel4/ >
Grimes, Deborah Jean. Academic Library Centrality. ACRL Publications in
Librarianship. 50. Chicago: Association of College and Research Libraries, 1998.
Hybrid Library. Web. 25 September 2012. < http://en.wikipedia.org/wiki/
Hybridlibrary>.
IFLA. UNESCO Public Library Manifesto. The Hague: IFLA, 1995. Print.
Joint Funding Council’s Libraries Review Group: Report (The Follett Report).
Bristol: Higher Education Funding Council for England, 1993. Web. 27
September 2012. < http://www.ukoln.ac.uk/services/papers/follett/report/ >
Lesk, M. E. Practical Digital Libraries. San Francisco: Morgan Kaufman, 1997.
Print.
67
Library and Information in Levy, D. A. “Digital Libraries and the Problem or Purpose”. Bulletin of the
Social Perspective
American Society for Information Science. 26.6(2000):22-26. Print.
Line, M.B. and J. Line. “The Nature and Aims of National Libraries: Introductory
Notes”. National Libraries. Ed. Maurice B. Line and Joyce Line. London: Aslib:
1979. Print.
Lor, P.J. Guidelines for Legislation for National Libraries. UNISIST, Paris:
Unesco, 1997. Print.
Lynch, C, and Garcia – Molina, H. “Interoperability,Scaling, and the Digital
Libraries Research Agenda: A Report on the May 18-19, 1995 IITA Libraries
Workshop,” Microcomputers for Information Management: Global
Internetworking for Libraries 13.2(1996).
Majumdar, Uma. India’s National Library: Systemisation and Modernisation.
Calcutta: National Library, 1987. Print.
Moen, W. E. and Murray, K. R. “A Service-based approach for Visual Libraries”.
Texas Library Journal. (Fall 2002): 1-11. Print.
Virtual Libraries: Themes. Web. 25 September 2012. < http://
www.problemistics.org/vl/themes.html.>
Miksa, Francis. “The Cultural Legacy of the Modern Library for the Future”
(old version). Journal of Education for Library and Information Science 37.2
(2007): 100-119. Print.
National Libraries. Ed. M.B. Line and J. Line. London: ASLIB, 1979. Print.
National Library. Web. 26 September 2012. <http://en.wikipedia.org/wiki/
National_library
Oppenheim, Charles and Smithson, D (1997). What is the hybrid library? Web.
25 September 2012.<http://jis.sagepub.com/cgi/content/abstract/25/2/97>.
Powell, Alan. “Management Models and Measurement in the Virtual Library”.
Special Library. 85.4 (1994): 260-263.
Riccio, H. M (2001). Features – The Virtual Library – Past, Present and Future.
Web. 25 September 2012. <http://www.llrx.com/features/virtuallibrary.htm>.
Rusbridge, Chris (1998). “Towards the Hybrid Library”. D-Lib Magazine. 4. 7/
8 (1998). Web. 25 September 2012. <http://www.dlib.org/dlib/july98/rusbridge/
07rusbridge.html>
Stipanov, J. Knowledge Society and Public Libraries. Zagreb: The Author, 2005.
Print.
UNESCO. Public Library Manifesto. UNESCO: Paris, 1994. Print.
--- . Regional Seminar on the Development of National Library in Asia and
Pacific Area, Manila, 3-15 Februaury 1964. Final Report. Paris: UNESCO, 1964.
Waters, D. T (1998). What are digital libraries? Web. 25 September 2012. <http:/
/www.clir.org/pubs/issues/issues04.html/issues04.html#dlf>
A Working Definition of Digital Library [1998]. Web. 27 September 2012.
< http://old.diglib.org/about/dldefinition.htm>.
68
Types of Libraries
UNIT 3 INFORMATION INSTITUTIONS
Structure
3.0 Objectives
3.1 Introduction
3.2 Evolution of Information Institutions
3.2.1 Growth Patterns
3.3 Types of Information Institutions
3.3.1 Libraries
3.3.2 Documentation Centres
3.3.3 Information Analysis Centres
3.3.4 Data Centres
3.3.5 Referral Centres and Clearing Houses
3.3.6 De-institutionalised Information Services
3.4 Indian Situation
3.4.1 Growth Pattern
3.4.2 Future Directions of Growth
3.4.3 Role of Information Institutions in Knowledge-based Economy (KBE)
3.5 Summary
3.6 Answers to Self Check Exercises
3.7 Keywords
3.8 Acronyms used in the Text
3.9 References and Further Reading

3.0 OBJECTIVES
After reading this Unit, you will be able to:
• explain the nature of information institutions and their growth pattern;

• identify different types and nature of information institutions and their


specific role in the dissemination of information to individuals, groups, as
well as organisations that might require information in different forms and
formats;

• explain the importance of “planned institutional building” with particular


reference to developing countries;

• discuss how the technologies are impacting the organisational structure;

• discuss the characteristics of new millennium organisations;

• explain the preparedness of and understand the nature of Information


Institution for its legitimate role in knowledge-based economy (KBE); and

• describe the indicators of preparation for KBE.

69
Library and Information in
Social Perspective 3.1 INTRODUCTION
The significance of institutions in modern society cannot be underestimated. In
this context, the opinion of Peter Drucker needs careful consideration. He
emphasises that “every major task, whether economic performance, or health
care, education or protection of environment, the pursuit of new knowledge or
defence, is today being entrusted to big organisations, designed for perpetuity
and managed by their managements. On the performance of these institutions,
the performance of modern society – if not the survival of each individual –
increasingly depends”. Drucker further affirms that every institution comprises
human beings – men and woman, whose performance brings success or failure
to the institution and there by to the society.

It is often stated that modern society is transforming into a knowledge society.


Knowledge is now recognised as the driver of productivity and economic growth,
leading to a new focus on the role of information, technology and learning in
economic performance. As a matter of fact, the term knowledge-based economy
(KBE) stems from this fuller recognition of the production, distribution and use
of knowledge and information. The concept of (KBE) has generated tremendous
interest in recent years. As a result, a paradigm shift is taking place for information
organisations. In fact, organisations, companies and workers are constantly urged
to prepare for the new era of (KBE). Effective exploitation of information in
organisations appears to be distinguishing feature of this new socio economic
model. Since formal provision of information and knowledge has been the main
responsibility of information institutions, it is imperative that to stay relevant in
the new environment they respond quickly and appropriately to the challenge
posed by KBE. Many writers have stressed that information institutions must
find a role in KBE by adopting new methods and tools, re-making and
repositioning themselves, furthering their knowledge of customer needs, and
embedding themselves in the organisations they work for. Libraries and
information centres have also been advised to focus more on evaluating, analysing,
synthesising, qualifying and delivering externally created contents. The
information professionals in the knowledge economy are also expected to be
aware of the changes in the organisational structure in order to make themselves
as integral part of new organisation. They should be willing to refine their roles
to function as information managers, research analysts, and knowledge facilitators.
In this context, it is of interest to note that different professions are converging
on the emerging community of knowledge practice giving rise to a variety of
specialist knowledge professionals.

It must be pointed that not many research reports are available on modern
information institutions or organisations in the literature of library and
information science. In this Unit, an attempt has been made to examine and
discuss a variety of organisations, whose main stock in trade are knowledge,
literature and information evolved out of users needs and demands. The Unit
also depicts the information transfer patterns which have resulted in the creation
of information institutions with varying functions.

70
Information Institutions
3.2 EVOLUTION OF INFORMATION
INSTITUTIONS
In the literature of library and information science we do not come across studies
exclusively devoted to the evolution, development, organisational structure and
functions of information institutions. However, if we examine the institutions
that have come up during 20th century, especially in the latter part, we can discern
a typical pattern in their growth. However, this pattern could be perceived only
in the industrially advanced countries of the West. As it happens, their influence
extended to the Third World Countries also; with the result many Third World
Countries have accepted the Western Model in designing and developing their
own institutions.

The report entitled “Into the Information Age, A Perspective for Federal Action
on Information” prepared by Arthur D Little, Inc. describes the development of
information institutions in the USA. In doing so, the report identifies three basic
models of information transfer. The report contends that the process of transfer
of information / knowledge comprises a chain of activities, the main links being
generator, editor, publisher of primary publications, indexing and abstracting
journal producers, libraries, documentation and information centres, on-line
services, information companies and the end-user. The institutions that normally
perform these activities can broadly be grouped into three categories indicated
below:
i) Knowledge creating institutions (under this category come: research
laboratories, R&D institutions, institutions of higher education and research
centres attached to universities, etc.)
ii) Knowledge / information processing and dissemination institutions such
as: publishers of books and journals / statistical data organisations, science
and technology data centres and the like, and
iii) Institutions that collect, store, process, disseminate and service knowledge
/ information recorded in various forms such as libraries.

A careful analysis in this aspect reveals that over the years, there has been an
increasing interaction and cooperation among all these categories of institutions.
It may also be noted, that with the application of modern technologies in
information generation, processing, dissemination, distribution and use, many
of these functions are getting blended, reducing the distinction between different
link elements of information chain. At this point in time, the different types of
institutions mentioned above operate with their distinct identity. Therefore, we
need to discuss them in their present form.

3.2.1 Growth Patterns


In spite of many efforts to locate latest information on the growth patterns of
information institutions, none has been found from surfing the Internet depicting
the growth patterns in the context of emerging knowledge society. As such, the
effort made by Arthur D Little Inc in the form of Vincent Giuliano’s report remains
the model historic perspective of information transfer pattern and institutional
framework and modes of information transfer. The three modes considered are:
71
Library and Information in i) The Discipline Oriented Information Transfer corresponding to the value
Social Perspective
system of pure science, academic and basic research called Era I;

ii) Mission oriented Information Transfer corresponding to the value system


of government sponsored missions (such as AEC, NASA in the 1960s) called
Era II;

iii) Problem-oriented Information Transfer corresponding to the value system


of solving societal problems called Era III.

The principal characteristics and features of the above mentioned eras are briefly
discussed in the following paragraphs.

Discipline-oriented Information Transfer (Era-I)


The basic principle associated with Era-I organisations is that they are created
to provide knowledge and so are to support education, research and development.
Knowledge and information are generally disseminated through journals,
monographs, seminars and meetings usually associated with academic and
research institutions, learned societies, professional bodies, etc. Access to the
primary information is provided through bibliographical tools like indexing and
abstracting services which are made available by institutions facilitating access
to documents and use, mostly the libraries and other departments attached to the
parent bodies. The user community comprises academicians, scholars, research
workers and students. Financial support to the system is derived from internal
budgetary provisions, grants and subsidies provided by the government. This
traditional system of free information service has been continuing since a long
time, not withstanding the difficulties encountered every now and then. The
components of this system namely libraries and journal publishing often face
financial troubles. The producer / user complexes control the quality and the
content of the system.

Mission-oriented Information Transfer (Era-II)


The organising principle behind the Era II systems, is that they exist to accomplish
a specific job. For example, information systems developed during 1950s and
1960s have been created to provide information support to mission-oriented
agencies such as AEC, NASA and similar purpose-oriented projects. In this
context, the information transfer process is characterised by a defined need for
coordinating and using information and knowledge concurrently from a variety
of disciplines. For example, in the case of NASA mission, inputs of information
from diverse subjects like electronics, biology, medicine, aeronautics, chemistry
and physics, etc. are necessary. In this context, information is disseminated through
technical reports, besides conventional publications like journals. Technical
information centres attached to the main agencies undertake the responsibility
of developing interpretative information services meant for the user communities
comprising scientists, engineers, technologists and managers belonging to the
agency. The system has a feedback mechanism, which enables it to determine
the performance efficacy of the system. The results of the feedback analysis will
be constantly fed to the system for its improvement as also to determine changing
information needs of the entire range of clientele.

72
During the period of operation of Era-II institutions importance has been given Information Institutions
to the type of dissemination products such as newsletters and trade journals
indicating that some Science Technical Information (STI) systems have a major
economic value and emphasis has to be given to market-oriented information
transfer mechanism.

Problem-oriented Information Transfer (Era-III)


The organising principle that paved the way for the establishment of information
organisations in this era is solving societal problems by exploiting appropriate
information. Systems that evolved in this period reflect a context in which
information is used in problem solving such as economic development, industrial
planning, agricultural productivity and environmental protection, etc.

The institutions that came into existence during this period had the capability to
handle specific type of information and could provide new products and services.
However, they could not evolve appropriate structures. Though the systems which
were developed during this era exhibit characteristics necessary to meet the
informational requirements of the times, needed further development and
legitimisation. The community of users whose needs the systems were expected
to fulfil was somewhat amorphous and ill defined involving a variety of groups
such as elected representatives of people, judiciary, technologists, media people
and the general public. In addition to the amorphous nature of the users, the
information systems had to tackle different types of information largely non –
STI – some of the categories being local, ill-organised, proprietary, value-added
and reflecting value judgements.

Naturally this situation augured well for the proliferation of information brokers,
consultants, information intermediaries in the form of new types of institutions
to offer specialised and qualitative services. Repackaged information, collected
from a number of sources with validated and authentic data, in the form of new
type of specific information service came into being.

It may be mentioned that the STI system has been evolved to meet the
requirements of scientists and technologists. It has been addressing audiences of
high technical competence and others having the training to understand the
material communicated to them. Expanding the context of information usage to
societal problem-solving entails interpreting technical results appropriately to
non-technical users to take informed decisions adds a new dimension. This type
of information is available only at a price.

Preparation and delivery of such information needed a private enterprise willing


to invest capital and take risks with the market-oriented approach. This situation
gave rise to information industry to satisfy the needs of consumers.

Individual-oriented or Customised Information Service


This period may be considered as the Era-IV. This era introduced new challenges
to information professionals in the form of identification of individual users and
their needs, and development of new information products and services that
could be marketed. Delivery of information to home bound citizens and
consolidation, condensation and repackaging of information to scientists and
engineers in industry became the prime organising principle behind the
development and growth of information institutions of this period. Fee-based
73
Library and Information in information services, on demand companies, information consultancies,
Social Perspective
information Intermediaries, information brokers, etc. sprang up in countries like
USA, U.K., France, Germany, Austria and Belgium.

It may be mentioned that the major organisations like PREDICASTS, Arthur D


Little co. Inc., Lockheed Information Services, SDC, BRS, New York Times
Information Bank, etc. have been in existence since a long period whereas others
came up during 1970s and developed in 1980s. The industry has further developed
in 1990s and in the 21st century.

New Millennium Organisations


The last decade of the 20th century has seen extraordinary change in the way
organisations are viewed and managed. Organisations may no longer be
considered as production-oriented entities, divided by function (such as R&D,
operations research, marketing, etc.) and controlled by layers of management.

Many terms have been employed to describe the new type of organisations. Each
of these descriptions conveys a vivid impression of new millennium organisations.
For instance, one of the descriptions conceives it as a knowledge-based
organisation in which employees’ knowledge is the organisation’s primary asset.
Another perception of a new millennium organisation is that it will be a learning
organisation in which the individuals, teams, and the organisation itself
continuously learn from the environment and from their activities, and act on
what they have learnt. A third view is that it will be a knowledge-based
organisation in which the products and services are customised and continually
enhanced or changed to reflect what has been learnt from customers. In other
words, it will be an extended enterprise, in which customers, clients, suppliers,
governments and other stakeholders are included explicitly in the definition of
organisation itself. Yet, another view is that it will be a “networked organisation”
in which computer-based communication networks enable wide spread and rapid
communication among all groups in the extended enterprise. Network
technologies like the Internet will enable any time, any place communication
and access to information. The Internet has often been described as a new frontier
housing endless possibilities within a democratic atmosphere. Information likes
to be free – an expressive phrase on the Internet reflecting a mentality of open
critical minds that were part of the net’s genesis. It may be mentioned that two
important considerations shape the modern organisations. One is the focus on
learning and knowledge and the other is the convergence of information
technology, telecommunications, and information resources and networked
environment. The rise of knowledge management as the focus of organisational
improvement efforts calls for knowledge managers. This aspect has implications
for information profession. In other words, information professionals must
identify knowledge management process to which they can contribute. Knowledge
management is concerned with the acquisition, transfer and use of knowledge in
organisations. The primary role of management is to develop the intellectual
capital of the organisation. In this context, it must be noted that for any
organisation the knowledge of its workers is the foundation of the organisations’
intellectual capital. Knowledge management strives to improve the organisation
and its contribution to the economy by increasing the intellectual capital of the
organisation.

74
Self Check Exercise Information Institutions

Note: i) Write your answers in the space given below.


ii) Check your answers with the answers given at the end of the Unit.
1) Briefly describe the growth pattern of Information Institutions.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
2) How do you characterise a new millennium organisation.
......................................................................................................................
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......................................................................................................................
......................................................................................................................
......................................................................................................................

3.3 TYPES OF INFORMATION INSTITUTIONS


In the literature of Library and Information Science we come across different
types of information institutions. The primary objective of all these organisations
happens to be collection, processing, organisation and dissemination of
information to individuals, groups and organisations as and when they require it.
The most important type of these institutions are: libraries, documentation centres,
information analysis centres, etc. Apart from these traditional institutions, which
have been in existence for long, many de-institutionalised information services
have sprung up lately. Some of these are discussed in the following sections of
this Unit.

3.3.1 Libraries
Libraries are important resources both for individuals and for communities of
people who are interested in the preservation of knowledge. Their importance
stems from their ability to maintain records of human endeavour within a range
of different contexts using many different media. Libraries will, therefore,
continue to play important social, cultural, technical, and pedagogic roles in the
future. Indeed, for majority of people libraries will act as a powerful multimedia
window on the outside world, particularly through the use of computer network
systems. Obviously, some changes in the library concept will be needed in order
to accommodate the requirements of the new information storage and delivery
technologies and what these enable people to do. It may be noted that the
increasing availability of information generally and of new kinds of information
more particularly will lead to a redefinition and integration of the different
categories of information organisations. Traditionally these have been created
to manage different formats and media such as print and its surrogates (libraries),
75
Library and Information in objects (museums), and paper records of organisational activity (archives and
Social Perspective
record repositories). Differences in organisational philosophy, function and
technique have arisen from the exigencies presented by these different formats
and media.

The current wave of predictions that electronic technology will soon replace
books and libraries, is inspired by a rapidly accelerating series of developments,
in that technology which multiplies its power while drastically reducing its costs.
Among those developments are communication satellites, cable TV, inexpensive
mass – storage in the form of optical and digital video discs and powerful
microcomputers on chips. With them, we have acquired a technology which
fires the imagination and gives credence to even the most fanciful forecasts! In
this sort of environment, there is a danger that those responsible for the financial
support of libraries will neglect or prematurely abandon traditional libraries in
favour of more glamorous alternatives in promising but as yet untested
technologies.

The experts who are predicting the early demise of books and libraries have
impressive credentials. They include management experts, information
entrepreneurs, government officials, university professors, and popular futurists.
Their forecasts of things to come are based on insights that come from solid
knowledge and years of experience. They can neither be ignored nor accepted
uncritically.

The insights and perspectives of theoreticians and futurists are useful: they help
us to see and understand the complex social, economic, and technological forces
that are at work in our larger environment, but only those with authority and
responsibility can decide how and when these forces might affect any particular
enterprise. Futurists can tell us what the future may be like, but they cannot tell
us how to go there or when to make our moves. The really important decisions
about any organisation or institution must, in the end, be made by those responsible
for it, based on their best judgement and as much practical wisdom as they can
muster. Prominent among and representative of those who are predicting an early
end to books and libraries are: Dr. F. W. Lancaster and Dr. Vincent E Giuliano.
Of course, their views are well known and documented. Dr. Lancaster is a
proponent of the thesis paperless society and sums up his views in the following
words: “We are moving rather rapidly and quite inevitably towards a paperless
society. Advances in computer science and communications technology allow
us to conceive a global system in which reports of research and development
activities are composed, published, disseminated, and used in a completely
electronic mode. Paper need never exist in this communication environment.
We are now in an interim stage in the natural evolution from print on paper to
electronics”. In the event a paperless society arrives as envisioned by Lancaster,
there will be transformation of our society and our way of life. Obviously in that
society, not only libraries but also the institutions and the scholars they serve,
may also become obsolete. The best remedy is to cope with the changes, and try
to plan for the future.

Giuliano has put forward many arguments which in effect plead for the abandoning
of traditional libraries. Of these, the most important one demanding a careful
consideration is “as far as the information institutions in our society go, libraries
are of minor importance. Technology has already evolved to a point where access
76
to most of the world’s literature can be obtained with in a couple of days through Information Institutions
combination of online bibliographic searching utilities and vendors-supplied
computerised order fulfilment system for books, documents and periodical
articles”. If Guiliano is right on this point, then libraries would have indeed
served their purpose and may fade away. But, the truth is that most of the new
technology based information business, are still largely dependent on the library
market for their survival and the information brokers ultimately rely on libraries
as the source for most of the documents they supply to their clients. Most of the
books and journals go out of print with in a few years of their publication and are
no longer available except in libraries. Another point to be noted in this connection
is that most foreign books and journals and some specialised documents are not
available through normal trade channels. Only a few research libraries manage
to acquire and preserve them. Such materials are dispersed among a number of
libraries in every country of the world. Older and out of print books can be had
only from libraries.

Not with standing the arguments relating to the demise of the libraries by the
futurists, and the idea that electronic technology in the hands of information
entrepreneurs is going to put an end to libraries can be laid to rest. Libraries are
here to stay but by no means are they going to stay the same. Their functions will
remain, but the ways and means they used to perform those functions will change
in varying speeds for different kinds of libraries in different countries.

It is worth noting that the World Wide Web (WWW) is changing the face of
libraries – the way we use them and value them. The WWW will impact greatly
upon the library, whether the library wants or not. This impact, to a large extent,
would be dictated to the library by forces based both technologically and socially.
As a result of the Internet and WWW technology, libraries are now presented
with lack of linkage between the general user mainframe environment and having
library resources on a separate machine or machines. The WWW can overcome
the general user mainframe environment’s lack of features for information
discovery, as well as, provide the ability to create virtual site, where they can
create an electronic presence that patrons (users) can easily locate – a starting
point for library services. In fact, the WWW provides the tool for integrating
other systems of library such as online catalogues, and searchable text databases,
as well as allowing new resources and services. It may be stated that WWW is a
technology, which could smell the end of library, as we know it today or be the
beginning of a great transformation. It will surely have influence with or without
libraries’ participation. What will become of the library is not clear yet, as it
often takes many years for a technology to come into its full stride. Given the
rapid pace of changes that we are experiencing today, it might be inferred that
technological change can force social change upon society and its institutions.
Viewed from this point, the library of next few decades will be: i) a place where
people won’t come as a physical location of information resources; ii) will become
an access facilitator; iii) will coordinate access to locally built digital resources.

In other words, it must be emphasised that the stereotype of libraries as static


unchanging institutions, is no longer valid, they have to demonstrate a remarkable
ability to grow, to adopt to changing conditions to meet new demands, and to
implement new technologies. If these aspects are taken care of, then one need
not give much weightage to the predictions made about their future existence.

77
Library and Information in 3.3.2 Documentation Centres
Social Perspective
Before World War II, research activity was largely an individual affair. But, the
situation changed rapidly and it has become a team work. Both government and
private organisations came forward to fund research and development activities
in a big way. Specialisation became the order. Information explosion took place
in science as well as in technology. Keeping abreast of new developments in any
one discipline became a problem for scientists, engineers and technologists.
Library-based information services proved inadequate to meet the specialised
information needs of many research workers. To cope up with this new demand
documentation centres came into existence. One of the basic functions associated
with any documentation centre is that it brings to the notice of specialist users
current and recent literature of value to them. However, the functions that are
assigned to a documentation centre vary from one documentation centre to
another. For example, a local documentation centre has the sole function of
providing information services that support the activities and programmes of its
parent organisation of which it is a part. It would collect and serve information
concerning the actual work in progress of the parent institution. Towards fulfilling
this objective, the local documentation centre may be engaged in the selection
and acquisition of worth while material and its organisation for use. Its services
may be designed both to satisfy the existing and anticipated needs of users. In
other words, the local documentation centre might provide both anticipatory
service as well as services designed to satisfy specific demands of users. A national
documentation centre on the other hand will perform certain residual functions
and might undertake activities, which are beyond the means of local
documentation or information centres. Generally local documentation centres
are attached to individual R&D institutions, business houses, industrial
enterprises, and government departments, etc. and are administered by their parent
institutions.

At the national level, it might be the responsibility of appropriate government


agencies to establish and administer such a centre. The general norm
recommended for financial support is 5% of the budget spent on R&D must be
diverted to meet the expenditure of a national centre. In India, documentation
centres are mostly established by the government. In this context, it may be
mentioned that varying patterns of organisation exist in different countries.
Centralised as well as decentralised structures have come into existence. Countries
like UK have adopted a mixture of centralised as well as decentralised models.
But, the network concept has gained importance in the modern times and the
trend is now towards pooling and sharing of resources for achieving maximum
economy and productivity.

3.3.3 Information Analysis Centres


The origin of activities pertaining to information analysis may be traced back to
the 19th century. But the idea of a systematically organised centre for information
analysis activity is relatively new.

The Weinberg Report extensively discussed the role of information analysis


centres (IACs) and their importance and emphasised that the activities of most
successful IACs are intrinsic part of science and technology. The centres not
only disseminate and retrieve information; they create new information …. The
78
process of sifting through large masses of data often leads to new generalisations Information Institutions
… In short, knowledgeable scientific interpreters who can collect relevant data,
review a field, and distil information in a manner that goes to the heart of a
technical situation, are more helpful to the over burdened specialist than is a
mere pile of relevant documents. Such knowledgeable scientific middlemen,
who themselves contribute to science are backbone of the information (analysis)
centre; they make information centre a technical institute rather than a technical
library. The essence of good technical centre is that it is operated by highly
competent working scientists and engineers – people who see the operation of
centre as an opportunity to advance and deepen their own personal contact with
their science and technology. The COSATI standing panel wrote the following
comprehensive definition into its charter: “An Information Analysis Centre is a
formally structured organisational unit, specifically (but not necessarily
exclusively) established for the purpose of acquiring, selecting, storing, retrieving,
evaluating, analysing and synthesising the body of information and / or in clearly
defined and specialised field or pertaining to a specified mission with intent of
compiling, digesting, repackaging or otherwise organising and presenting
pertinent information and / or data in a form most authoritative, timely and useful
to a society of peers and management”.

The key activities of IACs are: analysis, interpretation, synthesis, evaluation,


and repackaging of information carried out by subject specialists, resulting in
the production of new, evaluated information – in the form of critical reviews,
state-of-the-art-monographs, or data compilations, as well substantive, evaluated
responses to queries – for the purpose of assisting a community of users more
broadly representative than the staff of the parent institutes or laboratories.
Fig. 3.1 illustrates the main activities of a typical IAC.

Activities Products

Selection and collection of Bibliographies, Current Awareness.


document / information

Abstracting / Indexing Indexed Bibliographies, Custom Searches

Extraction Descriptive Reviews, Compilation


(unevaluated)

Evaluation Critical Review of Area,

Critical Compilation of Data,

Criteria for Experimentation


Recommendations,

Solutions to (Immediate) Problems,

Correlation of Data,

Prediction of Properties.

Fig. 3.1: Activities of an IAC

79
Library and Information in 3.3.4 Data Centres
Social Perspective
Data is an important ingredient of research. Its societal importance can not be
under estimated. The contemporary society needs data for various activities such
as planning, development and decision-making, etc. in every sphere of human
progress.

Data must be collected, processed and organised so as to facilitate its utilisation


in an effective manner. Managing scientific data has been identified as one of
the most important emerging needs of scientific community because of the sheer
volume and increasing complexity of data collected. Effective generating,
managing and analysing the data requires a comprehensive approach that
encompasses all the stages from the initial data acquisition to the final analysis
of the data. For this purpose, an institutional mechanism is essential. Such
institutional mechanisms are known as data centres.

According to UNESCO a data centre “constitutes an organisation handling


quantitative numerical material data”. Such centres take the primary function of
collecting, organising and disseminating data and also provide a measurement
service and are in a position to advance relevant measurement techniques. The
term data centre is used interchangeably to define a range of information centres,
not all of which are critically evaluating data. Data centres vary both in scope
and size. There can be data centres at local, national, regional, and international
levels.
A data centre generally includes three major components:
• An organised data collection (i.e. the database);
• A connection with data sources which feed the database; and
• A contact with users who are expected to interact with the data base with
different types of questions.

These can be diagrammatically represented as:

Data Data
Sources Users
base

Fig:3.2 Component of a Data Centre

Modern data centres are usually maintained by organisations in order to handle


core operations in information services including the Internet connectivity,
intranets, LANs, WANs, and extranets. The most basic data centre will have a
computer network and security applications which amounts to very large amounts
of data stored in a number of computers. Generally larger companies will have
IT infrastructure to handle the activities of a data centre.
It may be stated that the activities of data centre comprise:
• Data collection,
• Data control,
• Data codification,

80
• Data organisation and structuring into a database and Information Institutions

• Data retrieval.
For accomplishing all these functions a data centre should be equipped with
suitably trained manpower. In India many data centres have been established
under the erstwhile NISSAT programme. National Information Centre for
Crystallography is an example of a data centre.

The World Data System (WDS) was established to achieve and distribute data
collected from the observational programmes of the 1957-1958 International
Geographical Year. It was originally established in the United States, Europe,
Russia and Japan, since then the WDS expanded to other countries and to new
scientific disciplines. The WDS presently includes 52 centres in 12 countries. Its
holdings include a wide range of solar, geographical, environmental, and human
dimensions data. It is funded and maintained by host countries on behalf of the
international scientific community.

3.3.5 Referral Centres and Clearing Houses


There are a variety of organisations involved in information dissemination activity.
These different organisations need to be properly coordinated by an agency for
their effective functioning. A new type of establishment with specific mandate
to act as a switching mechanism among different information dissemination
institutions is an essential requirement. Such an organisation is referred to as
Referral Centre. The Harrods’s Librarian’s Glossary provides the following
explanatory annotation to the term Referral Centre:
• “An organisation for directing researchers for information and data to
appropriate sources, such as libraries, information evaluation centres,
documentation centres, documents and individuals;
• A Referral Centre is some sort of an Information Desk for the scientific and
technical community which does not provide enquiries directly with the
information they need, but suggests sources likely to satisfy the users / clients;
• Referral Centre is an organisation for the indication of sources (of persons,
institutions and publications) from which scientific information may be
obtained on a given subject”.
In other words, a referral centre serves as an intermediary, directing those who
have queries relating to information requirement on scientific and technical
subjects, to the organisations as well as to individuals who have specialised
knowledge in those fields and are willing to share that knowledge with others.
To carry out its functions referral centre must:
• be equipped with an inventory of all significant information resources in
different disciplines;
• compile and publish directories of scientific and technical information
resources;
• analyse the operating relationship that exists in the scientific information
complex.
As in the case of IACs the referral centres exist at different levels (i.e. local,
regional and international). 81
Library and Information in Clearing Houses
Social Perspective
In scientific parlance, a clearing house is a relatively new concept. It represents
a depository for documents with the additional objective of servicing as a central
agency engaged in the distribution of information. It also includes such functions
as collecting and maintaining records of research and development. Sometimes,
subjective questions about items in these records are referred to the source and
thus a clearing house may have to perform the function of a referral centre. In
the United States as well as UK such clearing houses are in existence and are
functioning. Most of the clearing houses have information gathering networks
to acquire documents in their subject areas. They answer specific and general
type of questions and may act as central searching place for enquiry especially
relating to R&D reports.

3.3.6 De-institutionalised Information Services


In the preceding sections of this Unit, we have discussed different types of
information institutions and their role in the dissemination of information to
people at large. We shall now discuss the deinstitutionalisation of information
services caused by advances in information and communication technologies.
For a long time information handling has been the preserve of a group of trained
people called librarians or information professionals. The profession’s strength
stemmed from the fact it operated as society’s institutionalised information
retailer. The universal non-availability of information allowed the profession to
fulfil a useful role at the societal, organisational and individual level. In many
cases access to information was, and is, via designated institutions like libraries,
information centres, etc. However, technology appears capable of de-
institutionalising information and handing over access to the individual, thus
cracking the mould of library. This de-institutionalisation of information has
created a lot of dissonance within the profession and the burgeoning of info-
business. However, the information service is no longer exclusively defined in
terms of activities carried out in a traditional library and information centre. It
may be observed that during the last two or three decades the phenomenon of
information broker has developed apace, especially in the USA and other
advanced countries. In the USA itself there are a number of brokerage firms in
operation, the important ones being Information Store and Information Unlimited.

Information Broker
The information broker is an individual or a firm, who, on demand seeks to
answer questions using all available sources and who is in business for profit.
Broking rests on the axial principle: information for payment. In case of libraries
information is provided but costs are not charged to the user. One must understand
the important distinction between information which is freely available and
information which is free. The services offered by brokers comprise:
• Briefing or instant education;
• Information repackaging;
• Market research / analysis;
• Personnel recruitment;
• Press cutting service; and
• Seminars / workshops.
82
Information brokers specialise in providing fast and efficient services. These Information Institutions
firms largely staffed by the people with library backgrounds provide literature
searches, retrieve and supply documents. These firms may not pose any threat to
libraries. In fact, they supplement them by filling needs and demands that publicly
supported libraries cannot try to meet by providing special and expensive services
to business, professional and other users who can afford them.

Human Networks
Traditionally the major focus in information management, information science
literature has been on the physical nature of the information resource and its
enabling technology rather than on the soft, more qualitative human dimensions
of information processing. Understanding the human factors behind information
transfer and the nature and the role of informal communication networks in
organisations including the primacy of interpersonal sources of information, is
crucial to the effective management of the organisational information resource.
Human networks are central to information dissemination in organisations. With
most of us, it is the people rather than printed or computer-based information
resources that constitute our primary information source.

Information Networks and Information Flows


In management organisations, normally two channels of communication operate.
They are formal and informal channels. Formal structures represent an ordered
system that regulates authority and communication flows, links decision makers
at different levels, and generates orderly flow of information and decision
processes. The general flow takes place from top to bottom levels with feedback
arrangement which enables the authorities to asses the performance and problems
at lower levels.

On the other hand, the informal channels represent the social interactions that
occur within organisations. While the two concepts are not necessarily mutually
exclusive, a distinction is made between them. In other words, in contrast to
formal flows, informal communication patterns tend to be spontaneous, without
much of regulation. However, certain individuals within one group play a key
role in organisational communication, linking different hierarchical levels or
divisions or acting as gatekeepers of strategically important data emanating from
outside organisational boundaries. The informal network exerts a powerful and
constant influence in organisations. In the analysis of informal networks the
organisation is regarded as a mutually independent social system made up of
components and connections among those groups. In 1960s, there has been
involved research into communication networks by J. J. Allen and others. They
identified particular informal communicative and informational roles within
organisational settings. The technological gatekeeper, the internal communication
star and the external communication star are some of the new concepts that
were put forward and discussed by them. These stars are approached by others
in the organisation for advice or technical matters due to their perceived
knowledge and experience.

Information Filters
Information filters is a new concept, which is related to personalised information
delivery. It involves a variety of processes involving delivery of information to
people who need it. The Information filters are essential mediators between
83
Library and Information in information sources and information users. In most cases, both information
Social Perspective
sources and information users possess no mutual knowledge that might guide
them in finding the information most relevant for the users’ immediate or long
term needs. Filters, which are positioned logically as third parties to the
communication between the users and sources, should possess both the knowledge
and functionality to critically examine the information in the sources and to
forward the information they judge as relevant to individual users.
The special feature about information filters is that they can work on behalf of
users as well as sources. In the first case, which is the most common today,
filters assist users in finding relevant information and overcoming the information
flood. In the second case, filters can be used by sources to target information to
potentially interested users.

Disintermediation
This concept means the finding of the information by an end-user without the
need for a third party. In other words, the process whereby users are encouraged
to interact directly with services and service providing systems such as online
systems. Similarly the introduction of self service issue is a process of
disintermediation. This concept is also closely related to what is known as end-
user empowerment. End-user empowerment refers to users having access to
information and having the necessary skills to retrieve their information according
to their own needs. With empowerment, they should be less dependent on
information specialists. This does not, however, necessarily mean that the
information specialist as an intermediary will become obsolete. This is because
all end-users will not have the time or the interest to do their own information
searches. Although, there is a connection between end-user empowerment and
disintermediation, end-user empowerment does not necessarily imply
disintermediation. It may be emphasised that with the advent of the Internet and
the increase in both the access to and awareness of information, it seems inevitable
that end-users will be doing their own information searching. It is obvious that
there will be some form of disintermediation. The level and extent of
disintermediation will depend on many factors, such as: organisational policies
on end-user searching, available technology, and the services provided by
individual information services. To minimise disintermediation, information
specialists will require critical self-reflection, refinement of their existing skills,
continuing expansion of new skills and active research involvement. As end-
users’ job requirements, their access to information, and their need for information
change, therefore, there have to be simultaneous changes in the role of
intermediaries. This is important for intermediaries who aim to improve society’s
access to quality information.

Knowledge Mediators
The process where libraries provide users with insight into the existing body of
knowledge and assist users in acquiring resources referring to or containing such
knowledge is known as knowledge mediation. The institution or persons involved
in such process are called Knowledge Mediators. They certainly constitute a link
in information transfer chain.
In the foregoing paragraphs an attempt has been made to explain some of the
important concepts relating to non-traditional information organisations or
deinstitutionalised information services. This is only illustrative and not exhaustive.
84
Self Check Exercise Information Institutions

Note: i) Write your answers in the space given below.


ii) Check your answers with the answers given at the end of the Unit.
3) Describe briefly different categories of Information Institutions.
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4) Mention the activities and products of Information Analysis Centre (IAC).
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5) What do you understand by the concepts disintermediation, and end-user
empowerment?
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3.4 INDIAN SITUATION


After the independence from colonial rule in 1947, the Government of India
designed plans and made efforts to initiate societal development. Deliberate policy
decisions were taken to harness science and technology for the economic growth
of the nation. In the process, a variety of institutions have sprung up in every
sphere of activity in the country. Scientific research received increasing patronage
from the government. Development of infrastructural facilities necessary for
organising appropriate and effective information systems and services received
governmental support. This situation paved the way for the development of
libraries and information institutions distributed through out the country. In a
way; in the growth pattern we can observe the influence of the Three Era Frame
Work, though not with all its characteristics.

3.4.1 Growth Pattern


Institutions such as libraries, documentation and information centres at academic
and professional levels, R&D institutions and laboratories, government agencies
85
Library and Information in and many public and private sector undertakings have emerged in large numbers.
Social Perspective
In the initial stages, all these organisations functioned in isolation without any
linkages among themselves. But, with the passage of time, we could perceive
established linkages among some categories of institutions that emerged during
era-I.

On the other hand, during era-II organisations which were established during
1950s and 1960s fulfil the needs of mission-oriented establishments like the
Atomic Energy Commission (AEC), the Indian Space Research Organisation
(ISRO), and the Electronics Commission. Also, Council of Scientific and
Industrial Research (CSIR), Indian Council of Agricultural Research (ICAR),
Indian Council of Medical Research (ICMR), Defence Research and Development
Organisation (DRDO), and other research complexes may also be included in
this group. However, there has not been any effort to coordinate the informational
activities of these two eras of institutions.

From 1970s, it may be stated that era-III type of organisations started to emerge.
Institutions like Small enterprises documentation centre, documentation centres
attached to National Health and Family Welfare Institute, and few others, might
be considered as information support centres to problem solving type of
institutions. Most of the CSIR Laboratories started problem-oriented research
and required specialised information centres. This enabled the development of
organisations like the National Medical Library, etc. Public sector enterprises
like BHEL, CMTRI, SAIL and private sector industries like Bharat Electronics,
Tata Energy Institute, RANBAXY, etc. also developed their own specialised
information cells for meeting their technical information needs. Since most of
the above mentioned organisations grew in the context of serving scientific and
technical information and hence they did not attempt provision of societal
information. The National Informatics Centre (NIC) tried to integrate societal
information with administrative information in its efforts to design an
administrative information system for India. At this stage, it may be emphasised
that information services in India have not reached the level of sophistication
either in terms of utilising modern technologies to offer versatile services or in
the production of reprocessed and consolidated packages of information which
could meet the specific information needed at policy and decision-making levels.
In other words, the institutions that emerged as result of three era framework
could offer only traditional type of information services with hardly any distinction
inspite of an urgent need to introduce distinctiveness in their services and products.

The period of 1980s however witnessed a change in the policy of government


towards information infrastructure in the country. As a result, many changes
have occurred. For example, the government encouraged modernisation of
information systems in a systematic manner. This resulted in the development of
national information systems like NISSAT (now discontinued), ENVIS, and BTIS,
etc. Coordination of these national information systems and sharing national
information resources using modern communication technology became an
important step in the reorganisation of information institutions in the country.
Efforts were made to establish resource sharing networks. Projects such as
INFLIBNET, DELNET, and CALIBNET making use of facilities provided by
INDONET and NICNET have been designed and made operational. Networking
and resource sharing concept is being seriously pursued in the development of
information services and products at different levels. The organising principle
86
behind this growth appears to be optimum and effective use of available resources Information Institutions
for societal development. In this context, the progress achieved by DELNET
and INFLIBNET is considered significant.

3.4.2 Future Directions of Growth


The perspective of information institutions discussed in the earlier sections of
this Unit, indicates the manner in which these institutions grew. The growth has
been uneven, and not necessarily based on a well drafted plan. This situation
needs to be rectified through a well-thought-out National Information Policy,
which provides guidelines relating to priority areas for developing and fostering
information institutions in the country. It is needless to emphasise that these
institutions should have flexible structures which will enable them to meet the
changing needs of the emerging information society and the new competitive
era.

It may be mentioned that the strategies and approaches for institution building
vary from country to country in accordance with its own environment,
requirements, priorities and the level of existing institutions. In fact, the
perspective mentioned earlier is meant to serve precisely this purpose. Information
institution building is a complex process. It involves men, material, machinery
and money which should be managed for obtaining optimum results. Of the
components essential in institutional building manpower is considered to be the
most complex and difficult component.

Human resources that operate the institutions are primarily responsible for the
success or failure associated with them. It is human resources that provide
leadership, technical skill, managerial control and evaluation of performance of
any institution. Such manpower need to be built up systematically. Many factors
need to be considered in manpower building.

The main objective should be to build a cadre of information scientists and


technologists with diverse specialisation and skills, operating with cohesion to
organise and offer high quality information services. Constitution of a National
Manpower Consortium for Information Professionals would enable such a task.
The consortium should formulate a unified approach that would enable the
formation and sponsoring of research projects on manpower development studies.
If such measures are taken well in time, the manpower needs of the newly
established institutions could be taken care of. The consortium should be a
representative body comprising members from information institutions, applied
manpower research institutions and professional associations etc. The National
Knowledge Commission may also be approached for its advice on the matter.
The above suggested steps if implemented would lead to the establishment of
effective information institutions in the country.

3.4.3 Role of Information Institutions in Knowledge-based


Economy (KBE)
In the foregoing pages, we have learnt about a range and variety of information
institutions existing in India. However, we have not attempted to know how far
these organisations are prepared for their role in new competitive era, called
Knowledge-based Economy (KBE). We do not find case studies assessing the
preparedness of Indian information institutions reported in the literature. However,
87
Library and Information in on studies conducted elsewhere, some performance indicators which might prove
Social Perspective
helpful as parameters for such studies are presented in the following paragraphs.

The parameters are:


• Organisational restructuring: these include
i) Reorienting the structures according to markets, products or processes;
ii) Becoming flatter and more flexible;
iii) Relying more on informal communication; and
iv) Creating flexible work groups.
• Expansion in roles and functions
i) IT specialists
ii) Trainees / educators
iii) Negotiators
iv) Filters
v) Navigators
vi) Knowledge managers.
• New initiatives in products and services
i) Development and / or involvement in the Intranet
ii) Customisation and development of databases
iii) Design of websites, web pages and interfaces
iv) Introduction of push-technology-based services
v) Creating and launching of knowledge products.
• Strategic alliances and networking
i) Enhancing internal communication
ii) Strengthening networking
iii) Building new partnerships
iv) Expanding external relations.
• Effective user liaison mechanisms
i) Redefining user groups
ii) User consultation and defining information needs
iii) Refocusing newsletters
iv) Initiating, briefing and online delivery of hot news.
• Creative use of out sourcing of operations
i) Procurement of information materials
ii) Processing operations and services
iii) Automated delivery of documents
iv) Portals

88
Case studies must be conducted taking Indian information institutions as bases Information Institutions
to asses their preparedness for the KBE using the above listed parameters. The
new facts that such studies reveal will form the premise for revamping these
organisations and making them relevant to the new era.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
6) Explain the growth and development of Information Institutions in India.
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3.5 SUMMARY
This Unit emphasises the significance of institutions in modern society specially
that of information institutions. In the absence of latest studies on the subject,
the report entitled Into the Information Age is found helpful in delineating the
contents of the Unit. The three modes of information transfer with important
features associated with three eras have been briefly discussed. The basic
characteristics relating to different types of information institutions emphasising
their specific role in the process of information dissemination have been explained.
The impact of non-traditional institutions such as information broker, etc. and
new emerging concepts like information filters, human networks, knowledge
mediators, technological gate keeper on information flow among researchers
and dissemination to user community has been explained in simple language.
The Unit also briefly discusses disintermediation and end-user empowerment
phenomena as new trends which initiated a professional debate relating to the
need and relevancy of services of information specialists in the changing
environment. The Unit concludes by emphasising the role of information
institutions and their paradigm shift to meet the new challenges posed by
Knowledge-based Economy (KBE). Some suggestions relating to the future
direction of growth of information institutions in India have been included in
this Unit. It is hoped that the information provided in the Unit will be found
helpful to the candidates pursuing the BLIS Programme.

3.6 ANSWERS TO SHELF CHECK EXERCISES


1) The growth pattern of Information Institutions has been described under
three basic modes of information transmission. Each mode follows a different
value system. These have been categorised as:

i) The Disciplinary Information Transfer corresponding to the value system


of pure science, academic and basic research called Era I;

89
Library and Information in ii) Mission Oriented Information Transfer corresponding to the value
Social Perspective
system of government sponsored missions (such as AEC, NASA in the
1960s) called Era II;

iii) Problem-oriented Information Transfer corresponding to the value


system of solving societal problem called Era III.

In the present context networking and resource sharing concept is given


importance in the development of information services and products at
different levels through various institutions. The main organising principle
behind this new pattern appears to be optimal and effective use of available
information resources for solving complex societal problems related to
development. Efforts towards designing Institutions using enabling
technologies which will be successful in delivering information support to
the emerging Knowledge Society and in achieving Knowledge-based
Economy (KBE).

2) The last decade of 1990s has witnessed many changes. Organisations are no
more considered as production-oriented entities, divided by functions such
as human resource management, accounting, R&D, and marketing service,
etc. According to management experts, modern organisations are flexible
structures characterised by geographically dispersed work-force in which
client oriented terms based around organisational process act independently
to fulfil the objectives and goals of the organisation.

Many adjectives have been used to describe the new millennium


organisations. For example, one of the descriptions conceives it as a
Knowledge-based organisation in which the knowledge of the employees is
the primary asset. Another perception of a new millennium organisation is
that it will be a learning organisation in which the individuals, teams, and
the organisation itself continuously learn from the environment and from
their activities, and act on what they have learnt.

3) There are different categories of Information Institutions. Of these, the


popularly known types are: Libraries, Documentation Centres, Information
Analysis Centres and Data Centres, etc. Apart from these traditional
institutions referral Centres and Clearing Houses, and many deinstitutional
information services came up lately. Libraries - public, academic,
governmental and special provide the only means of access in our society to
any book, journal or document that is out of print or more than a few years
old. Most foreign books and journals and specialised documents which are
not obtainable at all through normal trade channels are acquired and preserved
by libraries. Documentation Centres are basically for specialist users in the
field. These are organised at local, regional and national levels in the country.
Information Analysis Centres not only disseminate and retrieve information,
they create new information. Data Centres collect, control, codify, organise
and retrieve data for users.

4) The main activities and products of an Information Analysis Centre are


represented by means of a table indicated below:

90
Information Institutions
Activities Products

Selection and collection of Bibliographies, Current Awareness.


Document / Information

Abstracting / Indexing Indexed Bibliographies, Custom Searches

Extraction Descriptive Reviews, Compilation


(unevaluated)

evaluation Critical Review of Area,

Critical Compilation of Data,

Criteria for Experimentation


Recommendations,

Solutions to (Immediate) Problems,

Correlation of Data,

Prediction of Properties.

5) Technological developments have influenced the services provided by


libraries and other information institutions. Many commercial services aimed
at end-users have come into being. The introduction of more user friendly
services and the introduction of CD ROM data bases enabled end-users doing
their own online searches for information. This growth was rather slow and
did not pose a problem to information professionals. All of sudden, the
information specialist is confronted with a changing social and working
environment. This situation is triggered by the advent of the Internet. More
and more people who have access to computers and get connectivity to the
Internet are in a position to access information. This situation enabled end-
users to perform their own information searching. Thus, disintermediation
and end-user empowerment have become buzzwords.

Disintermediation relates to the finding of information by an end-user without


a need for a third party. As applied to libraries disintermediation means
diversion of information from centralised physical repositories to alternate
sources available directly through computer networks.

End-user empowerment refers to the end-users having access to information


and having the necessary skills to retrieve their own information according
to their own needs – in other words, they can do it on their own. With
empowerment they should be less dependent on information specialists. This,
however, does not mean that the information specialist as intermediary will
become obsolete. This is because not all end-users will have the time or
interest to conduct their own searches.

6) The growth of Information Institutions can be discussed on the analogy of


Three Era Framework. It may be observed that in India, Era-I institutions
such as Libraries, Documentation and Information Centres, R&D institutions,
government and public sector organisations have come up in large numbers.
91
Library and Information in Initially, these institutions functioned in isolation without any sort of
Social Perspective
coordination. On the other hand, the institutions established during 1950s
and 1960s fulfilled the exclusive information needs of mission-oriented
organisations like CSIR, ISRO, ICAR, and Atomic Energy Commission.
These efforts may be likened to Era-II organisations.

From 1970s Institutions like small Enterprises Documentation Centres;


Documentation centres attached to CSIR Laboratories gave rise to specialised
information centres which provided information support to problem solving
type of research activities. Public sectors enterprises like BHEL, CMTRI,
SAIL and private sector industries like Bharat Electronics, Tata research
Institute, RANBAXY, etc. also developed their own specialised information
cells.

In 1980s the government encouraged modernisation of information systems


in a systematic and in a more organised manner utilising modern technologies.
As a result, national information systems like NISSAT (now discontinued),
ENVIS, and BTIS etc. were developed. Networking and resource sharing
concept using modern ICT is being pursued seriously. These developments
enabled India to take a forward leap into the Knowledge-based Economic
era.

3.7 KEYWORDS
Development : Process of differentiation of activity (ies).
Disintermediation : Relates to the role of the intermediary in acting
between information (and other products) and its end-
users. In other words, it is the finding of the
information by an end-user without the need of a third
party.
As applied to libraries, disintermediation means the
diversion of information from centralised physical
repositories to alternate sources available directly
through computers and computer networks.
End-user Empowerment: Refers to end-users having access to information and
having the necessary skills to retrieve their own
information according to their own needs – in other
words, they can do it on their own. With
empowerment, they should be less dependent on
information specialists.
Era : Period of history.
Evolution : Process of organisation by development.
Growth Pattern : Process of increase in size and number with some
consistency.
Information Broker : An individual of a firm, who, on demand, seeks to
answer questions using all available sources and who
is in business for profit.
92
Information Filter : An essential mediator between information sources Information Institutions
and their users.
Information Institution: An institution which normally performs the activity
(ies) related to the knowledge / information transfer.
Information Manager : Network consists of a group of information managers
Network each of whom is assigned information responsibility
for a specific technical division while remaining
organisationally linked.
Information Transfer : A chain of activities, the main link being information
generator, editor, publisher of primary publications,
indexing and abstracting journal producers, libraries,
documentation and information centres, on-line
services, information companies and the end user.
Intelligent Agents : Sometimes called bots (and information industry
and Push Services know bots) are persons who assist user in document
access and delivery.
These agents take query from a user and act on his/
her behalf to find a solution. They form the part of
the portals infrastructure. Typical example is the
Shopping bot.
Invisible College : An elite of high performing scientists who has an
informal network of scientific communication and
the published literature.
Knowledge Mediators : Persons or libraries who provide users with insight
into the existing body of knowledge and assist them
in acquiring resources referring to or containing such
knowledge.
Technological : Expert both internal and external communication star,
Gatekeeper having much higher incidence of exposure to the
professional literature, attends more conferences and
has more professional affiliations.

3.8 ACRONYMS USED IN THE TEXT


AEC Atomic Energy Commission
CDRI Central Drug Research Institute
CFTRI Central Food and Technological Research Institute
CMTRI Central Machine Tools Research Institute
COSATI Committee for Scientific and Technical Information
CSIR Council of Scientific and Industrial Research
DRDO Defence Research Development Organisation
ICAR Indian Council of Agricultural Research
ICMR Indian Council of Medical Research
93
Library and Information in ISRO Indian Space Research Organisation
Social Perspective
NASA National Aeronautic Space Agency
SAIL Steel Authority of India Limited
STSI Scientific Technical and Societal Information

3.9 REFERENCES AND FURTHER READING


Chase, Roy. “Knowledge Navigators: Changing Practice of Librarians”.
Information Outlook. 2.9 (September 1998). Print.
Drucker, P. F. “The Coming of the New Organisation”. Harvard Business Review.
66. (Jan-Feb, 1988): 45-53. Print.
Guiliano, V. E. [et al]. Into The Information Age: A Perspective for Federal
Action on Information. Chicago: ALA. 1978. Print.
Klobas, J. E. Information Infrastructure: Organisational Capability for Online
Information Provision. London: Oxford, 1996. Print.
Lancaster, F. W. “Future Librarianship: Preparing of Unconventional Career”.
Wilson Library Bulletin. (1983): 747-753. Print.
--- . “Science, Scholarship and Communication of Knowledge”. Library Trends.
27.3(1979): 367-388. Print.
Matarazzo, J. and S. Connolly. Knowledge and Special Libraries. Boston:
Butterworth Heinemann, 1999. Print.
Nayudamma, Y (1980). “Science and Technology-Patterns of Institution
Building”. Society and Science. 3(4), 137-138, 141. Print.
Neway, J. Information Specialist as Team Player in the Research Process.
Westport, CN: Greenwood Press, 1985. Print.
Raizada, A. S. and Satyanarayana, R. “Data Base Services”. Annals of Library
Science and Documentation. 22.1 (1975): 30-37. Print.
Rajagopalan, T. S. and T.N. Rajan . “Information Institutions: Patterns of Growth
and Development with a Perspective of Future”. Ed. T.S. Rajagopalan
Ranganathan’s Philosophy: Assessment, Impact and Relevance. New Delhi:
Vikas, 1986. 64-75. Print.
Rajan, T. N. A New Perspective for Information Organisation in US. Annals of
Library Science and Documentation. 27.1-4 (1980):135, 144. Print.
Remeil, L. “Knowledge Management-Role for Information Professionals”.
Finance Bulletin, 100: 41-43. Print.
Special Libraries Association. Enhancing Competitiveness in the Information
Age: Strategies and Tactics for Special Librarians and Information Professionals.
Washington, DC: SLA, 1997. Print.

94
Information Institutions
UNIT 4 LAWS OF LIBRARY SCIENCE
Structure
4.0 Objectives
4.1 Introduction
4.2 The Five Laws of Library Science
4.2.1 First Law: Books are for Use
4.2.2 Second Law: Every Reader His /Her Book
4.2.3 Third Law: Every Book its Reader
4.2.4 Fourth Law: Save the Time of the Reader
4.2.5 Fifth Law: Library is a Growing Organism
4.3 New Insights and Wider Interpretation of Five Laws
4.4 Summary
4.5 Answers to Self Check Exercises
4.6 Keywords
4.7 References and Further Reading

4.0 OBJECTIVES
Ranganathan’s five laws provide a paradigm of how libraries function, how they
grow and serve, how they live, and so provide for us, a framework through which
to examine our professional lives and our libraries. Hence the need for this Unit.

After reading this Unit, you will be able to:


• explain the characteristics of laws in general and identify them in
Ranganathan’s five laws;
• describe the Five Laws of Library Science;
• explain the nature of work in library, documentation, and information services
in tune with the guiding principles governed by the Five Laws;
• make use of the Five Laws as a set of principles to initiate any new activity
in library, documentation and information services;
• discuss the services of the library to a variety of information needs of users
in different contexts, in an information society;
• examine relevance of Five Laws in the context of revolutionary changes
taking place in library and information world; and
• discuss the appropriateness of revisions, and additions to the Five Laws
attempted by different authors.

4.1 INTRODUCTION
One of the most significant contributions of Dr.S.R.Ranganathan to the field of
library and information science has been the enunciation of his Five Laws. These
laws were first stated and their formal exposition was provided by the author at
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Library and Information in the Provisional Educational Conference held at Chidambaram (Tamil Nadu) in
Social Perspective
December 1928.

To have a proper understanding of the Five Laws, it is necessary to know the


context in which these laws were formulated. It may be noted that Dr. Ranganathan
had his education in librarianship in the University of London, School of
Librarianship, in the year 1924. After formal training at the University, he had
undertaken an extensive tour of England. This tour provided him an opportunity
to observe the working of the libraries in England. Dr. Ranganathan took keen
interest in understanding the principles and the practices followed in those libraries
and the services rendered to their clientele. He was not convinced of the prevailing
practices in libraries and the rules that were taught to be remembered in the
organisation of library operations. He was not sure of the rationale behind them.
They sounded to Ranganathan more like the rules of thumb (i.e. take it as such
or leave it) type His analytical mind could not submit itself to such mechanical
practices. Therefore, he was engaged in efforts to discover some scientific basis
using which the practices followed in libraries, that he observed, could be
generalised and reduced to certain minimum number of cardinal principles. In
other words, Dr. Ranganathan was in search of normative principles which could
enable us to understand the measures to be devised in order to know what needs
to be done in the library field to make library organisation, management and
operation efficient and universalise its services Also, it was his wish that these
basic principles may contain in a latent form, many other practices not known at
that time, but may surface later. The outcome of this line of thinking on the part
of Dr. Ranganathan resulted in his enunciation of Five Laws of Library Science.
Subsequently, these laws were fully developed and published in book form in
1931.

It must be noted that the Five Laws are a first step towards putting library work
on a scientific basis, providing general principles from which all library practices
could be deduced. Every activity relating to library services has a rationale in
one or another of these laws or in all of them collectively. At this juncture, it is
necessary to emphasise that merely stating the Five Laws – or even understanding
the words – will not automatically lead to enlightenment about the functions of
libraries. Although the laws are simple statements, they demand contemplation
and experience before the richness and import of their meaning will be revealed.
However, contemplating them as we go about our business in our libraries will
provide us with basic tenets to guide us in performing work that fulfils our mission
as librarians and information professionals.

In this Unit, we shall try to study the implication of the Five Laws in the context
of conventional librarianship as well as their relevance in the context of
revolutionary changes taking place in the library and information science (LIS)
profession.

4.2 THE FIVE LAWS OF LIBRARY SCIENCE


Laws are scientific principles, rules of procedure or behaviour. Law is a
generalisation based on a recurring fact or event. Achinstein, P [1971] considers
the following lingual characteristics of a stated law:
• Laws are simple, precise, and few in number
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• Laws are essentially general in nature Laws of Library Science

• Their subject is general


• Syntactically they are general and begin with All, Every or No
• A law expresses a generality which can be used to express regularities.
Keeping the above mentioned characteristics in his mind Dr. Ranganathan
propounded his Five Laws as follows:
• Books are for use
• Every reader his/her book
• Every book its reader
• Save the time of the reader
• The library is a growing organism.
When Ranganathan used the expression books and readers he naturally meant
that books stand for knowledge and information and readers stand for users of
library and information services. In modern studies of knowledge and information
and all related expressions, it must be noted that the carriers and channels of
information and knowledge have changed from print to other forms, but all the
services are revolving round information and users. Hence, the dimensions of
services have expanded widely in scope, although the basic philosophy of the
service remains unaltered. Therefore, these five laws might be restated to suit
the changing context and modern developments taking place in the world of
libraries and information science as such. For example, the five laws were restated
even during the life time of Dr. Ranganathan as under:
• Documents / Information are for use
• Every user his/her document / information
• Every document / information its user
• Save the time of the user
• Document / Information system is a growing organism.
Let us now discuss each of the five laws and its interpretation and implications.

4.2.1 First Law: Books are for Use


By using first law Books are for use you are prone to think that it is a self-evident
truth or simple statement which does not merit serious consideration and
contemplation. But, on deep pondering you change your opinion. This will become
evident if we examine the history of books in libraries. In fact, the earlier accent
is on the preservation of books rather than their use. Medieval libraries were an
example of chained libraries. The books literally were attached to the shelves
with brass chains and could only be used in a single location. Obviously, this
was done for the preservation of books rather than facilitating their use. This
was a natural inclination, at a time when it was very difficult to produce books.
This habit some how continued even after the invention of printing, which
facilitated the easy production of several copies of each book. Although, isolated
examples of reluctance to permit the unrestricted use of books can be occasionally
seen even today, the general position is that books are available for use without
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Library and Information in any let or hindrance. In fact, policies relating to a library should be helpful in
Social Perspective
promoting the objective of books being put to maximum use. Let us now examine
the implications of the first law in the functioning of a library.

I) Implications
The first law of library science has some important messages for library work.
Some of these relate to the location of library, its working hours, library building
and furniture and the staff.

a) Library Location
For example, it has a forward thinking message in terms of the emphasis on
library location. The law advocates that library be located in a more accessible
place in order to encourage more users to use the library. Obviously, it will
be a discouragement for people to use books, if they have to walk long distance
to reach them. At the same time, the location where the library is situated
should be free from noise and other disturbances, so that serious study is
possible. An ideal place for a public library should be a quiet central area,
while a school library should be located in a prominent place in the school
premises. The idea that a university library should constitute the heart of the
university, then it should be reflected in its geographical location as well.

b) Working Hours
Another important message inherent in the first law is that the working hours
of a library should be convenient to most of the users. Many of the libraries
in India need to pay special attention to this aspect and keep them open
when their clientele are not engaged in other activities so that they are in a
position to visit the library. This type of proactive approach in deciding the
working hours of the library will certainly yield good results.

c) Library Building and Furniture


The first law demands that proper attention be paid to the planning and
designing of the library building and the different items of furniture equipped
to the library. The library building should be functional and at the same
time, aesthetic in appeal. The items of furniture should be functional, attractive
to look at. The racks should be designed in such a way that books are placed
at convenient heights facilitating their removal and use by the clientele.
Particularly furniture in children’s library should be specially designed to
attract children. Comfortable furniture always tempts users to frequent the
library. The law also implies the concept of a open-shelf library that is
equipped with tools and furnishings which makes the books it contains useful.
In other words, the first law alerts us to the requirements of properly designed
functional building and comfortable furniture to invite and promote the use
of its resources.

d) Staff
Staff form an important component of any library. The first law of library
science for its fulfilment calls for certain qualifications and qualities for
library staff. Though Dr. Ranganathan has spent considerable space in
discussing about library staff in his exposition of the first law, the essence
boils down to these important attributes: The library staff should possess
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qualifications that would enable them to organise library efficiently and Laws of Library Science
provide satisfactory services. Obviously, this would ensure the proper use of
books. But, much more important than formal qualifications are, perhaps,
the personal qualities of the library staff. They should be courteous, cheerful
and helpful. Service with a smile should be the motto. The staff should always
remember that, everything that they do in the library is a means towards an
end, and the end is service to the readers. If a potential library user encounters
an unhelpful attitude on the part of the member of the staff, s/he is sure to
turn away permanently from the library.. in such a contingency, the cause of
the first law is not served rather it is defeated. The credibility of the staff, in
respect of their knowledge, ability and personal attitude to readers, is a crucial
factor in the promotion of the use of the books. The attributes discussed
above deserve special consideration while library staff is recruited. This is
necessary to satisfy the requirements of the first law.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
1) State briefly the implications of the first law with references to library staff.
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4.2.2 Second Law: Every Reader His/Her Book


The second law “Every reader his/her book” (the variant form of which is “books
for all”) is perhaps the most under stated; even Dr. Ranganathan acknowledged
that with this one principle lies so much of what libraries mean for society. “The
law relates to the fact that we all have diverse interests and that there is a book
out there to satisfy that for all of us”. In other words, the law stands for the
mandatory provision of library service to each person according to her/his need.
Stated in a different manner, the law advocates the universalisation and
democratisation of library service. However, in earlier days only a privileged
few belonging to aristocracy and upper classes of society were given access to
libraries and books. But, with the advent of democracy which ensured the
participation of every citizen in governance, the position dramatically changed.
Democracy, for its sustenance and survival, needs an educated knowledgeable
citizenry. Hence, education and acquisition of knowledge through whatever
institution possible became the basic right of all citizens without any
discrimination. Hence, the law “Every Reader His/Her Book”.

I) Implications
This law has many important implications for the library. The fundamental issue
it reveals, tension (conflict) between the cost of materials and the basic right of
all persons to have access to materials they need. In providing a library for the
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Library and Information in use of books, one must be mindful of the fact that since no one individual or
Social Perspective
library can acquire all the books, this responsibility needs to be accepted at the
governmental level. Therefore, the second law imposes certain obligations on
the state, library authority of the state, the library staff and the reader.

a) Obligation of the State


It must be emphasised that it is obligatory on the part of the State to develop
and organise a library system capable of providing adequate library service
to all people. This has to be accomplished through suitable legislation, which
should make provision for financial support of the library system and create
suitable mechanism with authority for the coordination of all activities
pertaining to its different units. A goal should be set for the library system
and services best suited for the society must be initiated. The legislation
must be so framed that it would serve as an effective instrument for achieving
the goals and the stated objectives envisioned therein. Finances are always
limiting factors for library development and the objective should be to derive
maximum benefit in terms of library services, with the available limited
funds. The library system envisaged through legislation is the public library
system, which is available to the entire community. But, public library system,
by itself will not be able to provide every reader the books he needs. In fact,
public library system plays only a minimal role in fulfilling the book
requirements of students, teachers and other researchers. Therefore, the
government has an additional responsibility to establish school and college
libraries as also, university and special libraries to cater for the demand of
students, teachers and researchers. Only when the library system of a state is
comprehensive providing library service to all categories of its people, it
can be said that the demands of the second law are met.

b) Obligations of the Library Authority


The second law emphasises the fact that it is obligatory on the part of the
library authority to accept responsibility in respect of book selection and
provision of suitable staff. No library will have enough funds to purchase all
the books that it may require. This is the reason why libraries have to take
recourse to book selection process. In other words, the available finances
have to be judiciously used to purchase most relevant and wanted books.
This necessitates the libraries to ascertain the requirements of their clientele
and formulate proper book acquisition policy. Systematic user surveys help
in identifying the user requirements. It may be emphasised that acquiring a
book which has no suitable or potential demand is a negation of the spirit of
the second law.

The second law implies that an adequate and competent team of staff is
essential to provide every reader her/his book. In other words, a reader should
be able to exploit the resources which are relevant to her/his needs available
in the library. The staff has to play a proactive role in this exercise. In the
absence of competent staff willing to help the reader, s/he may not be in a
position to locate a good number of books useful to her/him. More often
than not, a library finds itself in such a predicament, where users are not
served properly for want of adequate qualified staff. Such a situation should
be avoided.

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Reference service gains its legitimacy and its purpose from the second law. In Laws of Library Science
his description of the second law, Ranganathan explains that reference function
is critical. He observes that it is the business of library staff “to know the reader,
to know the books, and to actively help in the finding by every person his or her
book”. Reference librarians are trained to bring readers to their books, either
through formal research instruction, informally in one to one reference interview
or by the compilation of bibliographies, research guides, exhibits, etc. In a sense,
patrons use the skill of reference librarian to find the library materials they need.

The reader also has certain responsibilities cast on her/him by the second law. It
particularly wants the reader adhere to the rules of the library in respect of loan
and use of books. If the reader retains the book beyond the period of loan, s/he is
depriving other readers, who may want to use the book. There are some readers
who misplace books with a view to monopolise, or tear off pages from books or
even steal them. This undoubtedly leads to the gross violation of the second law.
The readers should be made conscious of such violations and their consequences
by the library staff through short programmes of user education.

With best efforts, it will not be possible for any library to be self-sufficient.
There would be hardly any library which is capable of ensuring all the demands
of its clientele depending on its own resources. In other words, this points to the
need for resource sharing among libraries. The second law envisions emergence
of resource sharing library networks, both at national and international levels, to
satisfy its expectations fully.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit.
2) How does the second law provide guidelines for book selection in a library?
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4.2.3 Third Law: Every Book its Reader


The third law of library science is “Every Book its Reader”. The approach of this
law is oriented towards the book. As per the law, every book in a library should
have a chance of finding its appropriate reader and be useful to her/him. In other
words, investment in unused books amounts to wastage of funds and must be
avoided under all circumstances. The mission of any librarian is to build a well-
organised collection of resources in order to maximise the chance that users will
find what they need. The third law implicitly means that “resources look for
users” in fact, the duty of the librarian is to help the library resources find the
people who want and need them most. Dr. Ranganathan points out, that library
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Library and Information in users often, do not know enough about available resources to identify what to
Social Perspective
ask for. According to him “the majority of readers do not know their requirements,
and their interests take definite shape only after seeing and handling a well-
organised collection of books”. This principle naturally addresses the fundamental
issue of open access. In the open access system, books are arranged in the shelves
in classified order and readers have freedom of access to them. In the course of
readers browsing through shelves; they may come across books of interest to
them, the existence of which they may not be aware of. The chances of readers
noticing the books and reading them are enhanced by the open access system.
The third law, therefore, definitely advocates open access.

Adopting an open access system for a library imposes certain responsibilities


and obligations on the part of the staff as well as the readers. For example, the
classified arrangement of books i.e. the arrangement of books in the order of
their relationship with particular subject should be constantly maintained. This
means that the shelf-rectification, i.e. restoring the misplaced books to their correct
place on the shelf should be done by the library staff on a regular basis. They
should also provide shelf guides, bay guides, etc, which guide the readers to
their appropriate regions and shelves in the stack room.

Readers, on their part, should conduct themselves with a sense of responsibility.


They should not try to replace the books they have taken out because in that
process they are likely to misplace books. They are also advised to resist the
temptation to misplace books deliberately, mutilate or steal books or indulge in
other unsocial activities. Readers should note that a book misplaced is a book
lost for ever. There are both advantages and disadvantages in practicing open
access system. In case, the open access system is practiced, it must be done in a
balanced and orderly manner, so that its advantages outweigh the disadvantages,
the system definitely contributes to the satisfactory fulfilment of the third law of
library science. In addition to have open access system; the library should adopt
aggressive promotional activities and innovative services in order to bring the
library resources closer to their users. There are many ways to do this. One of the
ways is distribution of monthly list of books added to the library to the readers
on a regular basis. This will be helpful in bringing such books to the notice of
their potential users. The newly added books should be displayed prominently in
the library for some time before sending them to the stacks, so that they may
catch the attention of the readers and are read by those who are interested in
them.

Another innovative technique to draw the attention of the potential users to library
resources is organisation of book exhibitions, which have a bearing on topical
themes to enhance the chances of the books finding their appropriate users.

The third law also advocates maintenance of a well designed library catalogue
with effective cross references, and added entries meeting the different approaches
of readers. Of course, the importance of reference service cannot be over
emphasised in this connection. Ultimately, as Ranganathan asserted “it should
be the business of … the librarian … to adopt all the recognised methods of
attracting the public to the library so that every potential reader may be converted
into an actual one, thereby increasing the chances for the fulfilment of the third
law.

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Self Check Exercise Laws of Library Science

Note: i) Write your answer in the space given below.


ii) Check your answer with the answers given at the end of the Unit.
3) Explain briefly how open access facilitates better use of the library.
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4.2.4 Fourth Law: Save the Time of the Reader


The fourth law presents the biggest challenge to the library administrator. Policies
must always be formulated keeping in view the needs of the readers (users) in
mind. For example, aspects like hours of operation must be set in such a way to
ensure the most appropriate and convenient access to patrons who rely on the
library for their study and research needs. The collection must be arranged in an
inviting clear and obvious way so as not to waste the time of the user in searching
for the books they need. Library users may be busy people, and they should not
be made to wait longer than necessary to get their needs met. They should get
exact and fast service from the library. It must also be noted that in many
individuals, intellectual interest may exist only momentarily and unless it is
satisfied at the moment of its existence, it may vanish. Hence, the importance of
the law “Save the Time of the Reader”. It means satisfied library users. In other
words, the prime measure of library’s success, it is important to note that frustrated
or disappointed users means that the library has failed in its responsibility and
has grossly violated the dictates of the fourth law and failed in its fulfilment. Let
us now try to analyse the full implications of this law and the various operational
methods employed by libraries to save the time of readers.

I) Implications

Just as the third law the fourth law also pleads for open access system in libraries.
The justification is that in closed access libraries, the readers are not allowed to
the stacks where books are shelved and have to requisition for books they need.
The procedure is that they prepare a list of books they want after consulting the
catalogue, and hand over the list to a library staff member. S/he may locate some
of the books asked for and report the non-availability of others. On seeing the
books, the reader may discover that none of these books is relevant to her/his
need. S/he has to prepare another list and repeat the operation and wait again for
the result. This trial and error method may consume lot of her/his time before
her/his needs are met. A lot of time is spent counter productively in these processes.
Obviously, this frustrates the library user. A lot of user’s time is saved, if the
library follows open access system and maintains a well organised collection of
books.

There are other ways to satisfy the law. One of them is following proper
classification system which would bring together books on specific subject and
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Library and Information in also related subjects. Another way is to construct a well designed catalogue which
Social Perspective
meets the different approaches of readers. It is important to note that while
catalogues are tools for retrieving items accurately, they become items that waste
the time of the reader, if items are haphazardly catalogued or if the cataloguing is
excessively focussed on the intricacies of the technique.

Another important aspect which has a great relevance to the Fourth law is the
charging system (i.e. loan of books) followed in the library. Earlier systems were
time consuming and some what cumbersome. Hence, efforts have been made to
simplify the process with a view to reduce the time involved in the operation. As
a result, modern systems like photo-charging system, ticket system, computerised
charging system, barcode system and radio frquency identification (RFID) system
have been evolved. Adopting any one of these systems will lead to substantial
reduction of time in the issue and return process which the fourth law strongly
advocates.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit
4) Discuss the operational methods employed by libraries to save the time of readers.
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4.2.5 Fifth Law: Library is a Growing Organism


The fifth law is Library is a growing organism. Dr. Ranganathan compares library
to a growing organism. In a living organism the growth is of two kinds: the child
growth and the adult growth. We can notice that child growth is characterised by
increase in physical dimensions and it is fast and visible. On the other hand, the
growth in adults is mainly in the nature of replacement of cells. It is a kind of
internal qualitative change, which may not be perceived, and as such, not visible.
When we say library is a growing organism, we mean that library is not a static
entity, but a dynamic growing entity. In other words, the dynamic nature of the
library be properly grasped and provided for right from the time of starting of a
library so that its growth is not inhibited due to lack of far-sight and planning.
On further analysis, we know that the basic components of a library comprise:
i) the book stock (or resources), ii) the staff, iii) the readers, iv) the physical
infrastructure such as the building, furniture and equipment. When we say that a
library grows, we envisage growth in all these components. Naturally, the fifth
law has implications for each one of these components.

I) Implications
Let us try to analyse these implications and try to understand the guidance we
can derive from the fifth law in solving the problems presented by the dynamic
growth associated with the library.
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a) Book Stock Laws of Library Science

In the initial stages of development, the growth of books including the


periodicals will be rather fast. This naturally impacts the size of the stack
rooms, size of card cabinets, size of the catalogue room, number of periodical
display cabinets and the number of book racks for accommodating the books.
Also, as the book collection grows, and the newly added books are
interpolated in the classification arrangement, there will be constant
movement of books on shelves. This would necessitate re-labelling of shelves
periodically. This is essential to reflect the correct position of arrangement
of books for easy retrieval.

b) Readers
When the library functions properly in keeping with the spirit of the first
law of library science, the readers of the library are bound to grow. That
means the readers need proper facilities by way of reading space etc. and
new types of services need to be organised.

c) Staff
It must be mentioned that mere quantitative growth does not mean anything.
There must be qualitative growth also. This requires the number of staff
must be increased commensurate with the increase in readers and books to
initiate new services to suit the needs of the new readers and to improve the
existing services to meet the changed demands of the readers and personalise
them with reference to service. The qualifications and skills of the staff need
to be updated to meet the changing circumstances. The staff should be
provided with opportunities to receive training in new areas of professional
development. The motto of the staff should be to render efficient service and
save the time of the readers. For this purpose, constant updating of skills and
growth in professionalism by learning innovative techniques and new areas
of professional development is necessary.

d) Classification and the Catalogue


One of the implications of increasing intake of books on a variety of new
subjects is that the classification scheme adopted should be hospitable to
new subjects. It must enable the classifier to allocate a unique class number
to each subject and must facilitate easy retrieval. The growth factor also
calls for a card catalogue built on sound principles to help the readers to
know the contents of library without difficulty and the catalogue should
facilitate easy interpolation of entries. It should be a easy locating tool.

Libraries which grow fast, especially, the larger ones, need to modernise
their services by taking recourse to computerisation of all the house keeping
operations. This results in the efficiency of service.

The fifth law also advocates that care be taken while planning and designing
a library building by making provision for the expansion of the building
both horizontally and vertically. The need for more space often arises sooner
than anticipated and lack of provision for expansion would block the
development of library.

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Library and Information in e) Weeding of Books
Social Perspective
The development plans for a library should also include provision for weeding
out obsolete books and adding new ones which are relevant and useful.
Weeding need not necessarily mean the discarding of books. It only means
removal of books from a library where their relevance has ceased in order to
make room for current and relevant books. Such books may be stored where
they are available for occasional use. Different libraries in a region may
cooperate in planning a storage facility for locating the weeded out books in
a central place so that readers in need of such books may go there and consult
them.

In the foregoing pages, we have discussed the implications and interpretations


of the five laws of library science in a traditional manner. Their adequacy
and relevance in meeting the demands of changing information environment
is discussed in the next section.

4.3 NEW INSIGHTS AND WIDER


INTERPRETATION OF FIVE LAWS
A sea changing is taking place in all facets of human society. While knowledge
and information have always been instrumental in promoting the material progress
at every stage of societal development, the last 50 years have witnessed spectacular
developments in the growth, access and availability of information and
knowledge. This change is generally attributed to the advancements that have
taken place in information communication technologies (ICTs). As a result,
knowledge and information can be accessed today instantaneously, irrespective
of its location and made available on a computer screen, downloaded and stored
for future use. Though, the bulk volume and variety in which knowledge and
information is disseminated do not pose any problem of access and availability,
the fundamental problem of use and service to the user remains still some what
unsolved even today. Ranganathan’s laws, though formulated in the context of
traditional libraries and their use, and services rendered by them to the user
community, it is the opinion of many professional experts that these laws have
not lost their relevance even in the context of new developments such as the
Internet System, World Wide Web, Digital and Virtual Libraries.

These laws “continue to give us a blue print for our professional values that is as
relevant now, as it was in 1931. The language may be seen as restrictive, but the
underlying values inherent in them means they can be continuously interpreted
for the future” . As a matter of fact, many of the scholars have attempted to do
so. For example: Rettison [1992], Chappell [1976], Naun [1994], Gorman[1998],
Kuronen and Pekkarinen [1999], Croft [2001], Leiter [2003], Satija [2003],
Noruzi [2004] and Choudhury et al. [2006] have provided new insights relating
the adequacy and relevance of Ranganathan’s five laws in the present context
and their future value.

Let us try to understand the significant aspects discussed in their writings.


• James A Retting [1992] while paying his tributes to Dr. Ranganathan on the
occasion of his birth centenary discussed the five laws and opined that these
laws needed to be extrapolated. He conceived a sixth law “Every reader his
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freedom” as applicable only to the type of service such as instruction or Laws of Library Science
provision of information.
• Michael Gorman has reinterpreted Ranganathan’s laws in the context of
today’s library and its likely future, and reformulated them calling them as
[Gorman’s] “Five New Laws of Librarianship”.
They are:
1) Libraries serve humanity;
2) Respect all forms by which knowledge is communicated;
3) Use technology intelligently to enhance service;
4) Protect free access to knowledge; and
5) Honour the past and create the future.
Gorman’s laws are not a revision of Dr. Ranganathan’s laws. They are another
completely separate set, from the point of view of a librarian practicing in a
technological society [Middleton 1999].

• Kuromen and Pekkarinen Paivi in their work entitled Ranganathan revised:


a review article, made a critical study and analysis of the five laws and
concluded that the underlying philosophy of the Five Laws is fundamental
and works well in the context of traditional library environment. But, in the
context of modern technological developments and the changes that have
taken place in the very concept of a library resulting in a paradigm shift in
the information world, giving rise to a situation in which the information –
which is instant power – flows globally and is delivered or accessed at the
speed of light, Ranganathan’s laws, though valid, may be inadequate. With
convincing reasons and rationale, they established the need for additional
laws to cope with the situation. They proposed two new laws in their writings.
These are: 6th Law: “Every reader his library”.
7th Law: “Every writer his contribution to the library”.
In the opinion of these authors, reader means a searcher and library perhaps
connotes the virtual type? These two new laws dwell on the new cooperative
and interactive relations between the users and the documents of the virtual
library. However, their interpretation in consonance with the five laws of
Ranganathan needs to be further studied before their validity is established.
Even Francis Miksa … opines that “it is appropriate to paraphrase S. R.
Ranganathan’s second and third laws of library science. Instead of, Every
reader his book and Every book its reader, new technology appears to be
making possible, Every reader his library and Every library its reader”.

• Recognising Ranganathan’s five laws of library science and their underlying


concepts as powerful inspirations for social change, Mentor Cana [2003],
analysed the “Open Source Software”, as defined by Open Source Initiative
(OSI) and its congruency with the five laws. He felt that since the underlying
concepts upon which the five laws are built had profound impact on our
society, then the proponents of open source movement can learn a lesson or
two from that example in achieving their objective. Cana explains that a
book is a basic element of Ranganathan’s laws: it contains objective
knowledge. This calls for defining the comparative basic elements of software
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Library and Information in development. Hence, he takes the term Software to be the basic element: it
Social Perspective
contains objective knowledge. He uses the term Software to connote a
software product or software modules that can be used to build software
products and believes that the five laws of the “Software Library” could be:
1) Software is for use
2) Every user his / her software (or software for all)
3) Every software its user
4) Save the time of the user
5) A Software Library is a growing organism.
It must be mentioned here the OSI definition is congruent with the first law:
Software is for use. The very reason open source software is developed is
that, it can be used. The second, third and fourth laws are dependent on the
existence of the software library. Though, there are repositories of various
open sources online, the collections are not as organised as the library system.
Open source movement can attempt to apply some lessons from the evolution
of libraries in establishing and streamlining the software library concept
bearing in mind here that the producers and users of software are different
than producers and users of books. In this connection we can just imagine
the importance and power of bibliography control over software in
information society, being that software has the potential to be more pervasive
when compared to pervasiveness of books in our society.

• One of the most useful papers which provides significant insights and wider
interpretation of Ranganathan’s five laws and establishes their relevance in
21st century is the paper authored by Alireza Noruzi A[2004] entitled
“Application of Ranganathan’s Five Laws to the Web”. The paper poses the
question; “does the web save the time of users?” and attempts to answer the
question by analysing the application of five laws of Ranganathan to the
Web and reinterpreting them in the context of the Web. “The Five Laws of
the Web” formulated by him are:
1) Web resources are for use.
2) Every user his / her Web resource.
3) Every Web resource its user.
4) Save the time of the user.
5) The Web is a growing organism.
Before we actually discuss the impact on the Web, we need to know briefly
what the Web is and what it actually contains? The World Wide Web (WWW)
is an Internet system that distributes graphical, hyperlinked information, based
on the hypertext transfer protocol (HTTP). The Web is the global hypertext
system providing access to documents written in a script called Hypertext
Markup Language (HTML) that allows its contents to be interlinked, locally
and remotely. The Web was designed in 1989 by Tim Berners-Lee at the
European Organisation for Nuclear Research (CERN) in Geneva [Nouzi,
2004]. It provides materials and makes them online accessible, so that they
may be used. The Web consists of contributions from any one who wishes to
contribute, and the quality of information or the value of knowledge is rather
108
opaque, due to the lack of any kind of peer reviewing. It may also be Laws of Library Science
mentioned that the Web is an unstructured and highly complex mix of all
types of information carriers produced by different kinds of people and
searched by a variety of users. It was designed to meet the human need to
share information resources, knowledge and experience. The Web masters
want people to interact with their websites and pages, click on them, read
them, and print them if they need. In other words, websites are meant for use
and not for admiration. The main objective of the Web is to help users all
over the world, by catering for their information requirements. It is in this
context, The five laws of the Web came into existence. In fact, they are really
the foundations for any Web user-friendly system. What they advocate is
universal access right of cyber citizenship in the information age.

• The first law: “Web resources are for use” is very important because
information serves no purpose, if it is not utilised and at least available for
people to attempt to learn. The role of the Web is to serve the individual,
community and service, and to maximise social utility in the communication
process. To satisfy the first law, the web must acquire materials and make
them accessible so that they can be used. Some webmasters are currently
closing their files by password protective systems, and others are charging
fees – the first law admonishes such people. Another point that the first law
emphasises is about service. In order to deliver and reap the rewards of
services, the Web must identify the benefits that society can reasonably expect
and then devise means of delivering those benefits. In other words, the law
dictates the development of systems that accommodate the use of Web
resources. For example, updating and regular indexing of Website resources
facilitates the use of site resources and the Web in general.

• The second law: “Every user his / her Web resource” has many implications.
It reveals the fundamental need anywhere in the world. This makes diffusion
and dissemination very important. In other words, each web resource should
think of potential user before Website is created. This means webmasters
must know their users well, if they are to provide them the materials they
need for their study and research. The second law also dictates that Web
serves all users, regardless of social class, sex, age, ethnic group, religion or
any other consideration. The law emphasises that every cybercitizen has a
right to information. Webmaster and search engine designers should do their
best to meet cybercitizens’ needs.

• The third law: “Every Web resource its user”. How can a webmaster find a
user for every web resource? There are many ways in which a web can actively
work to connect its users. But the most important aspect which should be
kept in mind, in this context, is that webmaster should add content with
specific user needs in mind and they should make sure that the users can
find the content they need easily. Webmasters should make certain that the
content they add is something their users have identified as a need and avoid
cluttering up their Website with content no one seems to care about.

• The fourth law: “Save the time of the user”. This law has been responsible
for many reforms in Website administration. A Website must examine every
aspect of its policies, rules, and systems with the one simple criterion that
saving the time of the user is vital to achieve the Website’s mission. In order
109
Library and Information in to save the time of the user, Websites need effectively and efficiently design
Social Perspective
systems that will enable user to find what they are looking for quickly and
accurately. At the same time, the Websites they are searching should make
them available most of the information that could be potentially useful. In
other words, the fourth law emphasises efficient service to the users. This
implies that a well designed and easy to understand guide map or index to
the Website.

• The fifth law: “The Web is a growing organism”. The web reflects and
represents the changes taking place in the World as the society moves forward.
In the process, a large quantity of information is added to it. Hence, a Web is
a growing organism. We need to plan and build with the expectation that the
Web and its users will grow and change over time. To cope with the dynamic
situation, it is necessary to keep our own skill levels moving forward. The
fifth law alerts us by emphasising the vital point that change and growth go
together, and require flexibility in the management of Web collection, in the
use of cyberspace, in the retention and deployment of users, and in the nature
of Web programs. The law advocates proper and systematic planning to meet
the requirements of change and growth.

In conclusion, these laws are not only applicable to the Web in general, but
characterise the establishment, enhancement, and evaluation of online
databases and digital library services, as well. These five laws concisely
represent the ideal and the organisational philosophy of the Web. No doubt
the five laws of the Web prove useful in the evaluation of Websites.

Self Check Exercise


Note: i) Write your answer in the space given below.
ii) Check your answer with the answers given at the end of the Unit
6) Explain briefly the implications of five laws in the wider context of changes
taking place in the library and information world.
......................................................................................................................
......................................................................................................................
......................................................................................................................
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......................................................................................................................

4.4 SUMMARY
This Unit discusses the five laws of library science propounded by Dr. S.R.
Ranganathan. While these laws seem simple on first reading, on second thoughts
and deep contemplation, the richness and import of their meaning will be revealed.
The five laws provide a paradigm of how libraries function, how they grow and
serve, how they live, and so provide for us a framework through which to examine
our professional lives and our libraries. These laws are the lens through which
practitioners can inform their decision making and set their business priorities,
while staying focussed on the user. It may be emphasised that the five laws of
110
Ranganathan continue to give us a blue print for our professional values that is Laws of Library Science
as relevant today as it was in 1931. The language may be seen as restrictive, but
the underlying values inherent in them mean they can be continuously
reinterpreted for the future. New information and communication technologists
suggest that the scope of Ranganathan’s laws may appropriately be extended to
the Web. In Noruzi’s opinion “these laws are as applicable to the current practice
of the Web as of tomorrow. These laws are not only applicable to the Web in
general but characterise the establishment, enhancement, and evaluation of online
databases and digital library services as well. These five laws concisely represent
the ideal service and organisational philosophy of the Web. … we can evaluate
web site by applying the Five Laws of the Web”. Since 1992, the 100th anniversary
of Ranganathan’s birth, several modern scholars of library science have attempted
to update his five laws, or they reworded them for other purposes. Some of these
are referred to in this Unit.

4.5 ANSWERS TO SELF CHECK EXERCISES


1) The first law is a statement that emphasises the use of materials available in
library. Evidently the staff that serve the readers of library must have the
abilities to organise their collection efficiently. The law dictates the
development of systems that accommodate the use of library material. For
this purpose, they should have the knowledge about the collection available
in the library. The staff should know how to use the various tools in the
library to provide access to the documents stocked in the library. The more
the knowledge about the staff about subjects, the better would be the service
to users. For instance, proper and regular shelving of library materials by the
staff and logical and topical arrangement of materials facilitate their use by
readers. Besides knowledge and skills, the library staff should be courteous
and should be cheerful to help the readers. In other words, the first law
advocates that the library staff must take care to provide a facility and an
organised collection that invite and promote the use of library resources.
Users rate the library on the basis of the way the library staff shows keenness
to assist them. In fact, the credibility of the staff, both in respect of their
knowledge and their personal attitude to readers, is a general factor in the
promotion of the use of books.

2) The second law has many important implications for the library. ‘Books for
all’ irrespective of the type of readers is the main message of the second law
of library science. It may reveal the conflict between the cost of materials
and the basic right of all persons to have access to the materials they need.
In providing a library for the use of books, one must always be mindful of
the fact that since no one individual can own all the available books, one of
the primary obligations of the library is to acquire body of literature or research
materials that will benefit each of the readers and researchers. The freedom
to access writings of all kinds and inform their own minds on topics that
others may wish to suppress. The second law reminds us to be impartial in
our dealings with our users. We may not like what they request from us, we
may think a book or other resource is low-brow, but we should never place
our own prejudices in the way of access. Users’ information requirements
are the prime consideration for building a collection in a library. In other
words, the collection the library is building and maintaining must be
111
Library and Information in representative and adequate to fulfil the expectations of the majority of its
Social Perspective
community of users. The book selection policy should therefore be determined
on the basis of the findings of the users’ survey. Library should not be stocked
with material that is not wanted by its clientele.

3) The third law of the library science addresses the fundamental issue of access.
The need to provide easy access to materials is one way of putting people
together with what they require. Equally putting, books into the hands of the
people who do not necessarily know which book they actually need is at the
heart of the third law. We could interpret reader development as being part
of the third law, since within its remit we promote books to the users that
may not be known to them and that we feel may offer them opportunities for
enrichment those other titles. Allowing readers to browse a collection through
open access is one of the inherent messages provided by third law. The open
access system facilitates better use of books because it gives freedom to
readers to choose what they want. The browsing facility provided by the
open access system ensures the readers chances of getting at their particular
item. It certainly saves the time of the reader to get the appropriate documents.
The advantages of the open access system outweigh the disadvantages
associated with its implementation.

4) Time is a precious commodity. Saving the time of the reader has always
been a concern of the librarian. In fact, the fourth law presents the biggest
challenge to the library administrator. This is the reason why libraries create
catalogues, bibliographies, indexes and abstracts. Saving the time of the reader
also relates to how we actually organise the library. The most important
aspect which the staff of the library should remember in this connection is
that catalogues and other devices are tools for retrieving items accurately;
they become items that waste the time of readers, if items are haphazardly
catalogued or if the cataloguing is excessively focussed on the intricacies of
the art. However, when considering the time of the user as the vital notion, a
simple and effective system is what is called for. Adequate staffing of
reference, information, and circulation desks, as well as telephone reference,
also helps patrons find needed materials quickly. Saving the time of the
reader means providing efficient, thorough access to materials. It means
satisfied library users. This is the prime measure of success of any library;
frustrated or disappointed users mean that the library has failed in its duty
and its responsibility. Hence, the library staff must make every effort to make
its service more efficient.

5) The five laws of library science of Ranganathan were a first step towards
putting library work on a scientific basis, providing general principles from
which all library practices could be deduced. During his life time Ranganathan
himself revised and reworded them to suit the work of documentation centres
and documentation service. During the period when Information Science
was developing Ranganathan’s five laws were interpreted to suit the
information work (service) and the functions related to information
institutions. However, since 1992, the 100th birth anniversary of Dr.
Ranganathan, a number of modern scholars of Library and Information
Science have attempted to update, reword, or reinterpret the five laws of
Ranganathan. Some of the major efforts in this direction are briefly considered
in the following paragraphs.
112
In 1992, James R. Retting enunciated a sixth law, as an extension of Laws of Library Science
Ranganathan’s five laws. It read as “Every reader his freedom”. It was
supposed to be applicable only to the type of service (i.e. instruction or
provision of information).

It may be noted that book, readers, and library are the basic elements of
Ranganathan’s laws. Even if we replace these key words with other elements,
Ranganathan’s laws still work very well. Based on five laws (of Ranganathan),
many researchers have presented different principles. For example, “Five
new laws of librarianship” by Michael Gorman became famous. Gorman, it
appears, reinterpreted Ranganathan’s Laws in the context of today’s library
and its likely future, and reformulated them calling them as [Gorman’s] “Five
New Laws of Librarianship”.
They are:
1) Libraries serve humanity.
2) Respect all forms by which knowledge is communicated.
3) Use technology intelligently to enhance service.
4) Protect free access to knowledge; and
5) Honour the past and create the future.
Obviously, Gorman’s laws are not a revision of Dr. Ranganathan’s Laws,
but another completely separate set, from the point of view of a librarian
practicing in a technological society. It may be mentioned that new
information and communication technologists suggest hat the scope of
Ranganathan’s five laws may be appropriately be extended to the Web. In
fact, Noruzi has analysed Ranganathan’s five laws in the context of the Web
and provided the rationale as to how they are applicable in the case of Web
design and Web sites evaluation. The five laws in their interpreted version
help to identify the Web a powerful inspiration for technological, educational
and social change.

Cana (2003) established the fact that Ranganathan’s five laws could be used
as normative principles in the case of open source software, and advocated
that they be used as guiding principles. Similarly David Mc Menemy observed
that Ranganathan’s laws remain relevant in numerous areas of modern library
and information practice, and will continue to be reinterpreted by the
profession for a long time to come.

4.6 KEYWORDS
Book : A packaged carrier of information and knowledge.
Growing Organism : A biological phenomenon indicating growth, not
necessarily indicated externally.
Information : A recorded message, irrespective of physical form
or content.
Information Society : A new form of social existence in which the storage,
production, flow, etc. of networked information
plays the central role.
113
Library and Information in Knowledge : Organised information irrespective of the physical
Social Perspective
form.
Reader / User : A person using the resources of library; a customer
of information institutions.
World Wide : An Internet System that distributes graphical
Web (WWW) hyperlinked information, based on the hypertext
transfer protocol (HTTP) the Web is the global
hypertext system providing access to documents
written in a script called Hypertext Markup
Language (HTML). It was designed in 1989 by Tim
Berners - Lee at the European Organisation for
Nuclear Research (CERN).

4.7 REFERENCES AND FURTHER READING


Achinstein, Peter. Law and Explanation: An Essay in Philosophy of Science.
Oxford: Oxford University Press, 1971. Print.

Cana, M (2003). Open Source and Ranganathan’s Five Laws of Library Science.
Web. 21 September 2012 <http://www.kmentor.com/socio-tech-info/archives/
000079.html>

Cloonan, M.V. and J.G Dove. “Ranganathan Online: Do Digital Libraries Violate
the Third Law?” Library Journal (1 April 2005). Web <http://
www.libraryjournal.com/index.asp?>

Dasgupta, Arjun (2007). “Library Staff and Ranganathan’s Five Laws”. IASLIC
Bulletin 57.4(2007): 195-204. Print.

Gorman, M. (1995). “The Five New Laws of Librarianship”. American Libraries


26.8(1995): 784-785. Print.

--- . “The Five Laws of Library Science: Then and Now”. School Library Journal
44.7(1998): 20-23. Print.

Jayarajan, P. “The Increasing Relevance of the Five Laws of Ranganathan”.


DESIDOC Bulletin of Information Technology 12.5(1992): 21-23. Print.

Kuronen, T. and P. Pekkarinen. “Ranganathan Revisited: A Review Article”.


Journal of Librarianship and Information Science 31.1(1999): 45-48. Print.

Leiter, R.A. “Reflections on Ranganathan’s Five Laws of Library Science”. Law


Library Journal 95.3 (2003): 411-418. Print.

Mc Menemy, David. “Ranganathan’s Relevance in the 21st Century”. Library


Review 56.2 (2007): 97-101. Print.

Middleton, t. (1999). The Five Laws of Librarianship. Web.< http://


wwwz.hawaii.edu/-trishmi/610a.html>

Noruzi, A. “Application of Ranganathan’s Laws to the Web”. Webology 1.2 (2004)


Article 8. Print.
114
Rajan, T.N. (1999). “Laws of Library Science”. Library and Information Society. Laws of Library Science
Unit - 2. BLIS 01. New Delhi: IGNOU, 1999. Print.

Ranganathan, S.R. Five Laws of Library Science. Madras: Madras Library


Association, 1931. Print.

Satija, M.P. “The Five laws of Information Society and Virtual Libraries Era”.
SRELS Journal of Information Management, 40.2 (2003): 93-104. Print.

Satyanarayana, R. “Dr. Ranganathan and Library Profession: A Centenary


Tribute”. IASLIC Bulletin, 37.3 (1992): 129-135. Print.

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